Abstract
This paper reveals the results of a data driven, individualized and multifaceted intervention program piloted at a southwestern urban school district at a Title I minority school that served free breakfast and lunch to 99% of the students. Results of the benchmark tests as well as the statewide high-stakes tests show that the intervention was a success. The success of the intervention program was due to not only its careful planning but also the careful execution of its aspects that were all in place. The intervention proved to be a cheap, scalable strategy that can be implemented to improve the performance of high-poverty schools. As a result, the intervention program became the district-wide standard practice in the new school year.
Highlights
While the U.S.’s ability to compete in the global economy is decreasing and the need for more experts in STEM fields is increasing (Couto, 2007; NRC, 2007; U.S Department of Labor, 2007; U.S Congress Joint Economic Committee 2012), the number of students pursuing and completing STEM degrees is declining (National Science Board, 2010)
This paper reveals the results of a data driven, individualized and multifaceted intervention program piloted at a southwestern urban school district at a Title I minority school that served free breakfast and lunch to 99% of the students
The success of the intervention program was due to its careful planning and the careful execution of its aspects that were all in place
Summary
The prevailing view of the STEM career progression is that as young children move through the educational system, interest is lost at every stage (Riegle-Crumb, Moore, & Ramos-Wada, 2011). Data from a number of international, national and state assessments attest to students’ poor understanding or lack of recall of important mathematical concepts and skills. The international comparisons as well as performance on domestic examinations suggest that problems in U.S STEM education may begin as early as elementary school and continue through students’ secondary and post-secondary education (Riegle-Crumb, Moore, & Ramos-Wada, 2011). On the mathematics portion of the 2011 Trends in International Mathematics and Science Study (TIMSS), the average score for grade 4 U.S students was 541.
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