Key Findings

1. All students: We ran analyses by grade (6^th, 7^th, and 8^th). Schools that used STEMscopes Math showed improvements in student average scale scores and the percentage of students meeting grade-level benchmarks or higher. These findings were significant and most noticeable for 7^th and 8^th graders, and for certain groups of students (please see Figures 1-3 below).
2. Student subgroups: In 7^th and 8^th grade: low-income students in STEMscopes Math schools had higher average scale scores compared to their peers in non-STEMscopes Math schools. This, in turn, was associated with significantly higher “meets grade level or more” percent passing rates. We also saw significantly higher average scale scores and “meets” passing rates for: 7^th grade White/Caucasian students, and 7^th grade males. We saw significantly higher average scale scores for 8^th grade males and females too, but not significantly higher passing rates. We saw significantly higher passing rates for 6^th grade English Language Learners, 7^th grade females, and Hispanic/Latinx students but not scale scores. Finally, we saw significantly higher average scale scores and passing rates for African American/Black students in 8^th grade.
3. Are the effects of STEMscopes Math uniform? We already have some evidence from the student subgroup analyses that suggest that different grades and different student groups may take more advantage of the STEMscopes Math program than other grades and groups. We further confirmed these findings in 6^th grade such that English Language Learners in STEMscopes Math schools had higher passing rates than not just their peers in non-Math schools, but also relative to non-ELLs, resulting in an accentuated effect of STEMscopes Math for this subgroup. Likewise, in 8^th grade African American/Black and Hispanic/Latinx students also had a more accentuated increase in passing rates relative to their peers in non-STEMscopes Math schools and to White/Caucasian students. This offers some evidence that STEMscopes Math may be particularly helpful for students who are not always served well under other curricular models.