This study tested the theory that district use of STEMscopes science curriculum increases English/language arts (ELA) and mathematics proficiency through increases in science proficiency. Academic learning and achievement is often a synergistic process, with student learning in one subject potentially bolstering learning in other subjects. We proposed that exposure to the STEMscopes science curriculum not only increases students' science proficiency, but their ELA and math as well. Specifically, we hypothesized that STEMscopes science curriculum increased science proficiency which, in turn, increased ELA and/or math proficiency (see figure below). STEMscopes science instruction includes and targets the specialized language used within science (e.g., vocabulary), as well as computation skills within scientific observational settings and investigations that are part of realistic problem-based and experiential learning. As student learning in science increases, we may expect increases in ELA and math learning. 

Results

As noted in the previous Mississippi Proficiency Report, STEMscopes Science districts had significantly higher science proficiency rates compared to districts that did not use STEMscopes Science (even when controlling for other important variables that influence student proficiency). This is the first path (first step of the process) in the mediation model. The next part of the model tested whether science proficiency predicted ELA and math proficiency (tested separately) for the same year. Results indicated that science proficiency rates significantly predicted districts’ ELA and math proficiency rates.

As an overall test of the two-step process (STEMscopes→science→ELA or math), the final step of the mediation model was to consider both steps together. This overall test of the process can be expressed as “STEMscopes science curriculum’s effect on ELA and math proficiency through science proficiency.” For ELA, districts that used STEMscopes had a 2.34 percent increase in ELA proficiency (through STEMscopes, effect on science) compared to non-STEMscopes districts. This change was significant and equates to approximately 298 more children meeting the ELA benchmark within STEMscopes districts. For math, districts that used STEMscopes had a 2.70 percent increase in math proficiency (through STEMscopes, effect on science) compared to non-STEMscopes districts. This change was also significant and equates to approximately 344 more children meeting the math benchmark within STEMscopes districts.

Please note, when we include science as a mediator—that is, when we account for the expected process that STEMscopes science increases ELA and math learning through increasing science learning—this process explains the entire relationship between STEMscopes science curriculum and ELA or math. Put another way, we could say that STEMscopes, effect on science fully mediates the relationship between STEMscopes science curriculum and ELA or math proficiency. There is not a relationship between STEMscopes science and ELA or math proficiency unless we account for the process through science. This is to be expected because the STEMscopes science curriculum is not a direct-instruction, comprehensive ELA or math curriculum. Rather, it is a high-quality science curriculum that includes ELA and math supports within the process of teaching science.