Examining the impact of afterschool STEM programs A paper commissioned by the Noyce Foundation

Recent years have seen a growing recogniƟon that social and economic factors play a crucial role in influencing academic success and that young people require supports that extend beyond the school walls. The noƟon of a “learning ecosystem ” is taking root, a concept that places students at the center, with resources and supports organized around them. In such a system, schools are extremely important but are just one of many influences in a young person’s life. In addiƟon to schools, the ecosystem includes the influence of families and peers; out‐of‐school‐Ɵme offerings such as aŌerschool programs; and community resources such as science centers, libraries and media. AŌerschool programs have long aimed to posiƟvely influence students ’ personal development and support their social and emoƟonal growth. Studies of high‐quality aŌerschool programs have found that parƟcipaƟng children see a significant improvement in their self‐percepƟon, increased posiƟve social behavior and a decrease in problem behaviors—changes that ulƟmately extend to school‐related behavior. Hence, aŌerschool programs are increasingly seen as a key social and academic support for youth. AŌerschool researchers and providers have recognized that hands‐on, inquiry‐driven science, technology, engineering and math (STEM) programs are in line with aŌerschool’s overall approach to educaƟon and have increasingly begun to include STEM in their aŌerschool offerings. AŌerschool programs that provide Examining the impact of aŌerschool STEM programs | 1 strong STEM learning experiences are making an impact on parƟcipaƟng youth—youth not only become excited and engaged in these fields but develop STEM skills and proficiencies, come to value these fields and their contribuƟons to society, and—significantly—begin to see themselves as potenƟal contributors to the STEM enterprise. For example: Program aƩendance and engagement in th