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ERIC Number: EJ1016823
Record Type: Journal
Publication Date: 2013
Pages: 8
Abstractor: ERIC
What Afterschool STEM Does Best: How Stakeholders Describe Youth Learning Outcomes
Krishnamurthi, Anita; Bevan, Bronwyn; Rinehart, Jen; Coulon, Vicky Ragan
Afterschool Matters, n18 p42-49 Fall 2013
As more stakeholders get involved in the effort to engage youth in STEM outside of school, afterschool providers are being asked to document a wide range of outcomes, from generating interest in STEM to improving standardized test scores in math and science and to increasing the number of students who pursue STEM majors in college. This issue has significant policy implications as lawmakers work on legislation that affects STEM education and decide on funding for efforts to improve it. As afterschool becomes more widely accepted as a partner in STEM education--and therefore subject to increased scrutiny--the field must clearly articulate how afterschool programs contribute to children's STEM learning. The Afterschool STEM Outcomes Study, "Defining Youth Outcomes for STEM Learning in Afterschool" (Afterschool Alliance, 2013), used a process called the Delphi method. In this process, a carefully selected group of experts answer questionnaires in multiple rounds. The results of the Afterschool STEM Outcomes Study provide a framework for thinking about how individual programs can demonstrate their support for STEM learning.
National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A