Snyder, Catherine; Stevenson, Olivia (2021). Retrieved from: https://eric.ed.gov/?id=ED613865
Reviewed: December 2021
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
TNReady Math |
G2ROW STEM vs. Business as usual |
0 Days |
Full sample, One Year Analysis;
|
44.20 |
35.87 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
TNReady Math |
G2ROW STEM vs. Business as usual |
0 Days |
Full sample, Two Year Analysis;
|
42.60 |
39.24 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
TNReady Science |
G2ROW STEM vs. Business as usual |
0 Days |
Full sample: One Year;
|
45.00 |
38.10 |
Yes |
|
|
Characteristics of study sample as reported by study author.
| Asian | 6% | |
| Black | 41% | |
| Other or unknown | 21% | |
| White | 33% |
| Hispanic | 19% | |
| Not Hispanic or Latino | 82% |
The G2ROW STEM after school program was implemented in seven Title 1 Metro Nashville Public Schools.
Authors noted that the G2ROW STEM student sample was 57.4% female, 40.8% Black, 19.2% Hispanic, 32.5% White, and 5.8% Asian. In the sample, 43.7% of students were economically disadvantaged and 7.5% were English learners.
G2ROW STEM targets high-need middle school students, particularly females and minorities who tend to be underrepresented in STEM careers, in Nashville, Tennessee. G2ROW STEM focuses on providing students with engaging, hands-on, project-based, extended-learning experiences and career-focused, applied experiences to inspire interest in STEM. Through increases in students' math and science content knowledge and academic motivation, G2ROW STEM is theorized to improve student achievement in math and science.
Students in the business-as-usual comparison condition did not participate in the intervention and took the regular sequence of STEM instruction. Comparison group students had limited access to teachers who received the G2ROW STEM professional development.
Teachers in G2ROW STEM received STEM-focused professional development experiences, including workshops and ongoing guidance from the district’s grant coordinator, the ability to participate in professional learning communities, access to at least one annual STEM conference, and project-based learning training and support from the Buck Institute for Education.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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