The STEM Education Alliance has collected evaluation data since the inception of the NDEP Virginia Demonstration Project (VDP). These data indicate that participation in the VDP has contributed to increasing student interest in STEM careers. A summary of the most recent evaluations of the program can be found below. For more information, you can reach the STEM Education Alliance through our contact information available on this website.
The 2012-13 evaluation indicates after participation in the VDP, students indicated a positive change in attitude towards science in general and specifically in careers in science. Students also indicated a positive attitude change towards engineering and careers in engineering. Students indicated increased knowledge of what STEM professionals do in their jobs. Data collection during the in-class portion of the VDP indicates that the inclusion of the scientist and engineer (S&E) as a cooperative partner for the teacher is vital to increasing student interest in STEM and STEM careers.
The 2011-2012 evaluation determined that after participation in the 2011-2012 in-class portion of the VDP, students indicated that they were more likely to pursue a career in science, engineering, or math than they were prior to participation in the VDP. In addition to examining the short term impact of the VDP, the STEM Education Alliance has continued a longitudinal study to determine the long term impact of middle school STEM intervention. A STEM Education Alliance survey of high school seniors found that students who participated in the VDP while in middle school were more likely to indicate that they were pursuing a STEM career than similar students who had not participated.
Evaluation results from 2010-2011 revealed after participation in the in-class portion of the VDP, students indicated that they were more likely to pursue a career in science, engineering, or math then they were prior to the VDP. 2010-2011 represents the first year of our unique longitudinal study designed to measure the impact of middle school intervention on students' self-reported career choices. The longitudinal study surveyed both students who participated in the VDP in middle school and those that had not participated in the program. This survey was conducted in the spring of these students’ senior year in high school. Students who had participated in the VDP indicated that they were more likely to pursue a career in science, engineering, or math than a comparison group of students who had not participated in the VDP.
