The document summarizes the results of implementing a STEM initiative in the Owatonna Public Schools in Minnesota. It finds that integrating STEM subjects and applying STEM approaches across the curriculum is improving student outcomes, especially for minority and low-income students. Surveys show growing student interest and efficacy in STEM fields. Test score data indicates higher proficiency rates and accelerated growth among STEM school students compared to peers, with the largest gains for African American, Hispanic, and low-SES students. The initiative is also positively impacting teacher practices and attitudes toward STEM education.

1. What Happens When We
“STEMify” Our Schools?
Mapping the direction of Owatonna’s STEM initiative.
Tom Meagher, PhD
District STEM Coordinator
Owatonna Public Schools
Owatonna, MN
MnCOSE 2015

2. The status of STEM Education in MN
 Results of how students taking the ACT fared based on
interest and performance in STEM fields on 2013 ACT
exams.
 Differences in student interest and academic
performance shows more divergence when examined by
ethnicity.
 Results of this study did not explore if students had
previous schooling in STEM.

3. Minnesota College Readiness as Measured
by ACT Exam 2013

4. MN ACT Data by ethnicity & gender
“Essentially, stronger and earlier support structures and interventions
related to career and educational planning and academic preparedness
are needed to see real differences in these still troubling numbers.”
[College Board]

5. Models of STEM Teaching & Learning
 Science, technology, engineering and math are taught,
but are separate subjects.
Science
Engineering Math
Technology

6. STEM subjects are integrated.
Science
Engineering Math
Technology
STEM

7. STEM is embedded in all subject areas
Math
Technology
STEM Curriculum
Science
Engineering

8. What STEM means in ISD 761
 Teaching of Science, Technology, Engineering, &
Math is shifting from traditional instruction to
integrated lessons where students solve
problems and engineering challenges in classes.
 STEM embedded among all subject areas
emphasizes that all students can learn rigorous
academic subject matter.
 Students recognize that the main goals of
lessons build with each other and relate to real
world learning.
 Lessons are designed to build:
“STEM literacy & STEM fluency”

9. Developing a learning model
 We agree with the emphasis for STEM literacy &
fluency, however STEM experience is essential
to develop literacy and fluency skills.
 Students are engaged in active investigations,
inquiry and engineering challenges as common
experiences.
 We want students to publish their work and
share it with others “Show-it”. This allows for
multiple forms of student dialogue and
publication.
 When all these ideas are combined
a STEM learning model emerges:

10. A teaching & learning model for Owatonna
STEM Schools

11. STEM learning model guides instruction in
all content areas such as:
 ELL: Using STEM experience for front loading language development.
 Environmental Education “ESTEM”: Builds STEM learning on a
foundation of environmental principles examining how society, culture and
ecosystems interact.
 Physical Education & Music incorporate science and engineering into
kinesthetic lessons.
 Special Education: Integrating STEM into IEP and inclusion learning
creates opportunities for differentiation.
 Perpich Foundation & Art: Integration of Arts into STEM lessons at all
grade levels.
 NEXUS: Using STEM to address social & racial achievement
gaps in student learning.
 PAGE: Addressing gender equity through STEM.

12. Measuring the Impacts of the Owatonna STEM
Education Initiative
 Student Attitudes Towards STEM interest survey using tool
developed by North Carolina University (NCU).
 STEM teaching efficacy survey also created by NCU School
of Education with a National Science Foundation Grant.
 NWEA and Dibels student academic growth data.
 MCA III proficiency scores, delineated by ethnicity and
gender for each grade level and STEM site.
 Community engagement and involvement
with STEM schools & ESTEM Teams

13. Student attitudes towards Math
African
3.7
Asian
4.5
Hispanic
3.7
Multiracial
3.7
Native American
3.0
Caucasian
3.9
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores of major ethnic groups
Response to: "I am good at math"

14. Student attitudes towards Science
African
3.3
Asian
3.8
Hispanic
3.5
Multiracial
3.3
Native American
4.0 Caucasian
3.8
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores for major ethnic groups
Response to: "I know I can do well in science."

15. Student attitudes towards careers in science
African
2.9
Asian
2.5
Hispanic
2.6
Multiracial
3.0
Native American
3.7
Caucasian
3.0
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores of major ethnic groups
Response to: "I would consider a career in science"

16. Student attitudes toward engineering
careers
African
3.2
Asian
2.5
Hispanic
3.2
Multiracial
4.2
Native American
4.3
Caucasian
3.8
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean scores for major ethnic groups
Response to: "I know I could do well at a career in engineering"

17. Gender attitudes of engineering careers
African
3.8
Asian
2.5
Hispanic
3.8
Multiracial
4.2 Caucasian
4.0
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean MALE scores for major ethnic groups
Response to: "I would consider a career in engineering.
African
3.1
Asian
2.5
Hispanic
2.3
Caucasian
3.1
1.0
2.0
3.0
4.0
5.0
SDDNASA
Mean FEMALE scores for major ethnic groups
Response to: "I would consider a career in engineering."

18. Responses from students on “Student
Attitudes Towards STEM Learning Survey
Prompt: “What did you learn this year that had an
impact on you?” & “What would you tell other students
about STEM?”
 4th Grade students at McKinley WORDLE of
response data:

19. Responses from students on “Student
Attitudes Towards STEM Learning Survey
Prompt: “What did you learn this year that had an
impact on you?” & “What would you tell other students
about STEM?”
 5th Grade students at McKinley WORDLE of
response data:

20. Responses from students on “Student
Attitudes Towards STEM Learning Survey
Prompt: “What did you learn this year that had an
impact on you?”
 6th Grade students at Willow Creek WORDLE of
response data:

21. Teacher attitudes towards STEM

22. Growth Area for Professional Development &
Instructional Support

23. Teachers’ perceptions of STEM

24. Student academic performance
 Preliminary results show improvement in test scores.
 Significant differences are observed among ethnic groups in
reading and math.
 Growth rates in reading and math are highest among
minority and low SES students across the K-8 STEM
students.
 Students with 2 years of STEM appear to have higher
scores than peers with less than 2 years.
 Analysis of two years worth of student performance scores
will show more detailed information.

25. Mean Math MCAIII performance by ethnicity
for sum percent of “meets” & “exceeds”
benchmark.
2010-11 2011-12 2012-13 2013-14
African 17.8 32.0 37.4 48.1
Hispanic 35.3 61.1 44.4 50.0
White 69.7 71.1 71.7 75.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
SumPercentproficiencyfor
"meets"&"exceeds"benchmarks

26. Mean Reading MCAIII performance by ethnicity
for sum percent of “meets” & “exceeds”
benchmark.
2011-12 2012-13 2013-14
African 58.3 40.7 28.5
Hispanic 53 33.3 50
White 84.2 58.6 60.8
0
10
20
30
40
50
60
70
80
90
100
SumPercentproficiencyfor
"meets"&"exceeds"benchmarks

27. Academic progress at McKinley STEM School: Reading
0.0035
0.3288
0.021
0.3056
0.0686
0.1344
0
0.1
0.2
0.3
0.4
0.5
Sate Non-
ELL
School ELL State Non-
SpEd
School
SpEd
State FRP School
FRP
Comparison of Non-ethnic cells Reading MCA
0.0283
0.3917
0.092
-0.0161
0.3187
-0.1
0
0.1
0.2
0.3
0.4
0.5
White (state) Native
American
African Asian Hispanic
Comparison of growth among ethnic groups:
Reading MCA

28. Academic progress at McKinley STEM School: Math
0.0034
0.3022
0.0265
0.3674
0.0818
0.1986
0
0.1
0.2
0.3
0.4
0.5
Sate Non-
ELL
School
ELL
State Non-
SpEd
School
SpEd
State FRP School
FRP
Comparison of Non-ethnic cells Math MCA
0.0317
2.1764
0.3139
-1.2326
0.4988
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
White (state) Native
American
African Asian Hispanic
Comparison ethnic groups Math MCA
0.2361
0.3461
0.1247
-0.2237
-0.2651
-0.1819
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Combined Math Reading Combined Math reading
MMR Growth
Achievement Gap Reduction

29. Questions?