Evaluation

  • Cyber Centurion VIII Evaluation Summary

    July 2022

    • CyberCenturion is a free to enter cyber security competition designed by the American Air Force Association and presented by Northrop Grumman. STEM Learning’s Monitoring and Evaluation team surveyed team leaders and students about their experience at two key points in the CyberCenturion VIII (2021/22) competition cycle, and found evidence of a variety of benefits for the young people involved.

      Summary

  • Social Value of ENTHUSE Partnerships

    May 2022

    • ENTHUSE Partnerships are intensive 2-year programmes that enable schools to raise aspiration and achievement in STEM. As part of their ongoing work on social value, Simetrica Jacobs assessed the social value of ENTHUSE Partnerships. The findings show that each ENTHUSE Partnership generates over £500k in social value, rising to £638k with strong employer engagement.

      Executive Summary

  • External Evaluation of the Space Education Quality Mark

    April 2022

    • The Space Education Quality Mark (SEQM) is a recognition scheme for schools and colleges who use the subject of space to inspire and engage their students in STEM subjects. This independent evaluation conducted by Qa Research investigated the impacts of achieving SEQM accreditation. The report shows evidence of the benefits of being awarded a Space Education Quality Mark upon schools, teachers and young people. These benefits include raising the profile of science in these schools and increasing the enjoyment and engagement of science among students.

      Executive Summary

    • Full report

  • Evaluation of the 2020/21 Nuffield Research Placements cycle

    February 2022

    • Funded by the Nuffield Foundation and delivered by STEM Learning, the Nuffield Research Placements programme matches year 12 (or equivalent) students from low-income or first-in-family backgrounds to a STEM research placement in a host organisation. STEM Learning surveyed students, teachers, and placement providers to evaluate the success of the 2020/21 cycle. Satisfaction with the programme was high, with a range of impacts including increased student confidence and improved research skills.

      Executive Summary

    • Full report

  • External Evaluation of the Mission X Challenge

    January 2022

    • Mission X is a STEM enrichment challenge for young people aged 8 to 12, led by the European Space Education Resource Office for the UK (ESERO-UK) at the National STEM Learning Centre. This independent evaluation conducted by Ondata Research reviews the Mission X delivery model, and identifies areas of impact on young people and Team Leaders. Evidence for positive impacts upon the participating young people included increases in confidence in working scientifically, enjoyment of science, and knowledge of space.

      Executive Summary

    • Full report

  • Intensive STEM Summer Camps 2021: Interim Report

    December 2021

    • In summer 2021, students in year 10 and year 12 at 18 schools across England took part in a set of new intensive science summer camps developed by STEM Learning, with support from Goldman Sachs Gives. STEM Learning's external evaluator, The Charity Spark, produced this interim report which investigates the impact of attending these camps. They found good progress had been made towards the intended outcomes for both young people and teachers.

    • Executive summary and full report

  • Intensive STEM Summer Camps 2021: Case Studies

    November 2021

  • Valuing the Impact of Science CPD

    September 2021

    • This independent evaluation uses robust, HMT Green Book methodology to calculate the economic and social value generated as a result of STEM Learning's science CPD. The analyses shows that increases in student attainment and progression, from primary through to post-16, as well as increased teacher retention and wellbeing generate over £440 million worth of social value. This includes increased lifetime earnings and tax contributions for those students benefiting from STEM Learning CPD, reduced expenditure on teacher training and increased wellbeing and career progression for teachers.

      Executive Summary

    • Full report

  • Computer Science Accelerator: Cohort 2

    July 2021

    • As part of the National Centre for Computing Education, STEM Learning commissioned an external evaluator to assess the quality and impact of the Computer Science Accelerator Programme on the second cohort of graduates. The evaluation shows how the programme is impactful for teachers, schools and young people. Participants also found the programme to provide high quality and effective support.

      Executive summary

    • Full report

  • The Impact of STEM Ambassadors: School and STEM Ambassador Perspectives

    July 2021

    • This independent investigation of the STEM Ambassadors programme analysed a number of relationships between STEM Ambassadors and schools. The seven case studies in this report are presented as narratives, telling the story of each engagement and how it benefited or impacted young people and their schools, as well as the employers and STEM Ambassadors involved.

    • Full report

  • Evaluation of Nuffield Future Researchers online placements

    May 2021

    • STEM Learning took over the running of the Nuffield Research Placements programme in October 2020. The programme aims to deepen post-16 students’ understanding of science, technology, engineering and mathematics (STEM) subjects and research by providing the opportunity to undertake a research placement. In summer 2020, Nuffield Future Researchers, an online-only version of the Nuffield Research Placements programme, ran to provide almost 800 young people with extracurricular experience of STEM subjects and research despite the Covid-19 pandemic. This recently published independent evaluation compared the programme with the in-person model. It found that online delivery still brought about several benefits, including the ability to reach a broader range of students and develop their understanding of the STEM sector.

    • Executive summary and full report

  • ENTHUSE Partnerships 2020: Annual Report

    May 2021

    • ENTHUSE Partnerships are intensive 2-year programmes that enable schools to raise aspiration and achievement in STEM. Analysis of data from schools engaged throughout 2020 shows clear benefits for young people: with improved attainment as well as increased self-efficacy and motivation. The Partnerships also helped disadvantaged (“Pupil Premium”) students narrow the gap. Girls and boys developed more positive attitudes towards science and STEM careers, with more considering themselves to be “the kind of person who could have a STEM career”.

      Executive summary

  • Online CPD Evaluation and Impact 2021

    March 2021

    • STEM Learning provides self-paced, online courses, allowing teachers and educators to learn wherever and whenever suits them. Evaluation of the Online CPD programme shows that the courses are consistently seen as high quality and impactful for participants. Engagement with these courses leads to positive impacts on the participants, as well as the young people they teach. Furthermore, the impact for young people increases in the long-term, once educators have had an opportunity to embed their learning into practice.

      Executive summary

    • Full report

  • STEM Ambassadors: Impact on Ambassadors and Educators 2020

    January 2021

    • Independent analysis of STEM Learning's STEM Ambassadors programme shows how engagement positively impact on STEM Ambassadors, Educators and Young People. This report looks at the 2019-2020 period and focuses on how the programme has led to increased sense of achievement and reward for STEM Ambassadors, increased confidence and passion for teaching STEM amongst educators and increased interest, aspirations, attainment and progress of young people. The report also highlights some key recommendations for the programme moving forward.

      Executive summary

    • Full report

    • Technical Report

  • Computer Science Accelerator: Cohort 1

    November 2020

    • As part of the National Centre for Computing Education, STEM Learning commissioned an external evaluator to assess the quality and impact of the Computer Science Accelerator Programme. The evaluation shows how the programme is impactful for teachers, schools and young people. Participants also found the programme to provide high quality and effective support.

      Executive summary

    • Full report

  • Effectiveness of remote and blended CPD

    October 2020

    • STEM Learning commissioned the University of Birmingham and CUREE to undertake a rapid evidence review. They found remote delivery has advantages and navigable challenges compared with face-to-face delivery. If carefully designed and skilfully executed, remote delivery can usefully complement face-to-face delivery, as in blended programmes. If necessary, as seen in lockdown situations, it can provide an adequate substitute.

      Executive summary

    • Full report

  • STEM Learning CPD: impact on STEM A Level uptake

    September 2020

    • Analysis of data on STEM A levels shows that engagement with STEM Learning science CPD improves progression. Schools whose teachers participated in our CPD saw an increase in the proportion of students entering STEM A levels - more than the progress of non-engaged schools.

      Executive summary

    • Technical report

  • Comparison of Face-to-Face and Remote CPD Delivery

    July 2020

    • STEM Learning conducted interviews with CPD facilitators to assess differences in delivery, outcomes and impact of face-to-face (F2F) and remote CPD delivery methods. The findings show that remote delivery can be an effective method of delivering CPD, however it can be less effective than F2F delivery, especially for inexperienced teachers or those with limited subject knowledge (e.g. non-specialists).

      Executive summary

    • Full report

  • ENTHUSE Partnerships: Lloyd's Register Foundation

    April 2020

    • The Lloyd's Register Foundation (LRF) is supporting an intensive programme of ENTHUSE Partnerships to raise achievement in STEM and stimulate interest in and enthusiasm for engineering. Initial data on the first cohort of 20 LRF Partnerships is already demonstrating impact on STEM attainment, interest, careers knowledge and aspirations just one year into their two-year action plans.

      Executive summary

    • Full report

  • Aspire to STEM: Independent Evaluation

    April 2020

    • The Aspire to STEM programme worked with schools in disadvantaged areas, improving teaching quality, subject leadership and teacher retention. Schools were supported to organise community events that engaged students and families, boosting STEM uptake. An early external evaluation found that Aspire to STEM has improved student engagement and progress.

      Executive summary

    • Full report

  • STEM Learning CPD: impact on GCSE science

    March 2020

    • Analysis of data on science GCSEs shows that engagement with STEM Learning science CPD improves results. Schools whose teachers had recently participated in our CPD saw an increase of over 10% in the proportion of students achieving a good grade in two science GCSEs - more than double the progress of non-engaged schools.

      Executive summary

  • STEM Learning CPD: impact on science in primary schools

    March 2020

    • Analysis of data on Key Stage 2 assessments for science shows that engagement with STEM Learning science CPD improves results. Primary schools where teachers had recently engaged with our CPD improve their results around 50% faster than other schools.

      Executive summary

  • ENTHUSE Partnerships: Cohort 6

    February 2020

    • ENTHUSE Partnerships are intensive 2-year programmes that enable schools to raise aspiration and achievement in STEM. Analysis of data from Cohort 6 shows clear benefits for young people: with improved attainment as well as increased self-efficacy and motivation. The Partnerships also helped disadvantaged (“Pupil Premium”) students narrow the gap. Girls and boys developed more positive attitudes towards science and STEM careers, with more considering themselves to be “the kind of person who could have a STEM career”.

      Executive summary

    • Full report

  • STEM Learning CPD: economic impact on teacher retention

    January 2020

    • An independent study by Education Datalab showed that teachers engaged with STEM Learning science CPD are more likely to stay in the profession, reducing the need to train new teachers. Combining the Education Datalab results with an IFS estimate of the cost of initial teacher training, we calculate that STEM Learning CPD has saved the UK at least £58.5m in teacher training costs, a return on investment of 153%.​

      Executive summary

  • Polar Explorer Programme: Independent Evaluation

    December 2019

    • The Polar Explorer Programme (PEP) used public interest in the Polar Research Vessel RRS Sir David Attenborough and its famous submarine Boaty McBoatface to inspire pupils and teachers in primary schools.  An external evaluation found PEP improved teaching, pupil confidence, enjoyment, engagement and progression in STEM. PEP encouraged pupils to see that “anyone can work in STEM”, increasing aspirations towards STEM careers especially for those from disadvantaged backgrounds.

      Executive summary

    • Full report