What the study found
The study found limited academic gains from the STEMMing the Tide program, but it was associated with encouraging shifts in students’ environmental awareness and civic perspectives.
Why the authors say this matters
The authors suggest the program may help address educational inequities and environmental justice by linking science learning to community issues in Africatown, Alabama, a historically Black, under-resourced community. They conclude that the findings indicate gains in awareness and civic engagement even when science proficiency scores did not improve.
What the researchers tested
The researchers evaluated early outcomes of a place-based STEM education initiative at Mobile County Training School in Africatown. Eight teachers participated over the first two years, reaching 187 students in grades 6 through 8, and the program used culturally responsive science and social studies curricula aligned with state standards and centered on environmental justice themes.
What worked and what didn't
Schoolwide science proficiency scores showed no statistically significant improvement during the study period. Pre- and post-survey means also did not show significant differences for science identity or civic engagement, but some trends moved in a positive direction: agreement that science can help people fix problems rose from 69% to 78%, awareness of climate change rose from 62% to 86%, and modest gains were seen in recognition of community issues and collaboration skills.
What to keep in mind
The abstract describes early outcomes only, so the findings are limited to the study period and the students involved. It also notes that science proficiency at the school has remained well below county and state averages, and it does not describe additional limitations beyond the lack of statistically significant gains.
Key points
- The program did not produce statistically significant improvements in schoolwide science proficiency during the study period.
- No significant pre- to post-survey changes were found for science identity or civic engagement.
- Students showed positive trends in understanding how science can help solve problems and in climate change awareness.
- Modest gains were observed in students’ recognition of community issues and collaboration skills.
- The initiative reached 187 students across grades 6 to 8 through eight participating teachers.
Disclosure
- Research title:
- STEM program showed limited proficiency gains, but improved awareness
- Authors:
- Mark E. Meade, Danielle Haskett Jennings, Reggie Holifield, Vincent T. Gawronski, Roald Hazelhoff, Louanne C. Jacobs, Desireé R. Melonas, Kelly Russell, Katherine Hayden
- Institutions:
- University of Alabama at Birmingham, University of Montevallo, Berry College, Birmingham VA Medical Center, University of California, Riverside, Troy University
- Publication date:
- 2026-03-08
- OpenAlex record:
- View
Get the weekly research newsletter
Stay current with peer-reviewed research without reading academic papers — one filtered digest, every Friday.