An analysis of the impact of concurrent participation in a STEM charter school and a related after-school activity on student academic achievement and post-secondary completion rates

Abstract

STEM (Science, Technology, Engineering and Math) education opportunities for secondary students have gained momentum, as have related after-school learning opportunities such as competitive robotics teams. This study examined the academic achievement and post-secondary impact on students who graduated from a STEM charter school in Northeast Wisconsin who also spent four years on an after-school robotics team as compared to graduates from a traditional school. Grade point average during high school and post-secondary intentions were compared among different groups of students. Demographic differences related to gender and socioeconomic status were also explored. The results showed increased GPA achievement among graduates of the charter school who also participated on the robotics team for four years. These same individuals were also more likely to have a post-secondary plan with a high percentage choosing a two- or four-year college path. The study also indicated differences in gender participation rates and socioeconomic status as measured by free and reduced lunch program participation. Even with a smaller sample size for several groups, the results indicated there is higher GPA achievement and stronger post-secondary intentions among those who graduated from the charter and participated for four years on the robotics team compared to those who did not.