P.A. Banerjee
Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?
Banerjee, P.A.
Authors
Abstract
Science, technology, engineering, and mathematics (STEM) skills are very valuable for economic growth. However, the number of young people pursuing STEM learning trajectories in the United Kingdom was lower than the predicted demand during the last decade. Several STEM enrichment and enhancement activities were thus funded by the government, private, and charitable organisations to improve understanding of and raise pupil interest in these subjects. One possible way of measuring the impact of these activities in supporting pupil understanding of maths was to track the proportion of young people obtaining a ‘good’ grade in standardised national tests such as the GCSEs. Attainment is of course only one possible outcome of education but certainly a very important one because students are more likely to continue studying subjects in which they score higher. This makes maths attainment even more important as it is a pre-requisite for admission to STEM degree courses. This longitudinal study makes use of the National Pupil Database to assess the impact of these schemes on maths attainment of participating schools. Following up 300 intervention schools for five years the study shows the intervention group did not do any better than the comparator. The paper suggests further directions for research and offers recommendations for practice.
Citation
Banerjee, P. (2017). Does continued participation in STEM enrichment and enhancement activities affect school maths attainment?. Oxford Review of Education, 43(1), 1-18. https://doi.org/10.1080/03054985.2016.1235031
Journal Article Type | Article |
---|---|
Acceptance Date | Apr 18, 2016 |
Online Publication Date | Nov 28, 2016 |
Publication Date | Jan 2, 2017 |
Deposit Date | Apr 18, 2016 |
Publicly Available Date | May 22, 2018 |
Journal | Oxford Review of Education |
Print ISSN | 0305-4985 |
Electronic ISSN | 1465-3915 |
Publisher | Taylor and Francis Group |
Peer Reviewed | Peer Reviewed |
Volume | 43 |
Issue | 1 |
Pages | 1-18 |
DOI | https://doi.org/10.1080/03054985.2016.1235031 |
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© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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