ST1.8
STEM learning outcomes demonstrate students' STEM literacy necessary for the next level of STEM learning and for post-secondary and workforce readiness.
LSHS is a data driven school, and when that data helps us to determine that something we are doing, or have done, is not working, we rely on our spirit of innovation to create a change that will alter future student growth and development. When determining priorities regarding students' STEM content knowledge and skills, as well as their cross-cutting competencies, we rely on our relationships with stakeholders to ensure that our students are capable of demonstrating the critical thinking strategies needed for readiness and success in the post-secondary and workforce environment.
Our students are highly confident in their abilities to lead, empathize, adapt, and create, and are overwhelmingly interested in pursuing careers in medicine, medical science, biology, computer science, and engineering. Our data is limited, as this is only the 4th year of our academy model.
As our population of graduates grows, we hope to maintain our alumni relationships to better understand our students' acquisitions of STEM literacy skills. We need to refine our instruments for collecting data relevant to students' mastery of content specific skills and cross-cutting competencies, so that we may evaluate and refine our instructional practices.
Our students are highly confident in their abilities to lead, empathize, adapt, and create, and are overwhelmingly interested in pursuing careers in medicine, medical science, biology, computer science, and engineering. Our data is limited, as this is only the 4th year of our academy model.
As our population of graduates grows, we hope to maintain our alumni relationships to better understand our students' acquisitions of STEM literacy skills. We need to refine our instruments for collecting data relevant to students' mastery of content specific skills and cross-cutting competencies, so that we may evaluate and refine our instructional practices.
Survey of Students' 21st Century Skills: The STEM student survey was administered to collect perceptive data from students regarding the STEM academy, STEM content, and careers. Students answered questions about their confidence and attitudes toward STEM subjects and 21st century learning, as well as their attitudes toward 12 different STEM career areas, their performance expectations for themselves in the next year, whether or not they have plans to attend post-secondary school, and whether or not they know adults who work in STEM fields.
Data on Students' Achievement of Content Specific Skills: These scores represent the totality of students' skills in their respective pathway courses (the numbers at the bottom of the charts indicate the year the test was administered). These scores combine students' knowledge from all of their STEM courses to determine overall proficiency.
Students' Standardized Test Results: The following data has been compiled from state-administered assessments given at the end of the Algebra, Geometry, and Biology courses (the numbers at the bottom of the charts indicate graduation years). This data includes numerical scores in addition to a proficiency rating for each student.
Academy Graduates Studying in STEM-related fields: The accompanying graph shows the percentage of program graduates currently enrolled in a STEM-related field of study. Due to the young nature of our program, our students are still in school studying for their prospective careers.
