The DC STEM Network’s 2015 working groups developed and administrated four landscape studies:

  1. School Survey
  2. Out-of-School Time Survey
  3. Mentors and Volunteers Survey
  4. Professional Development Survey

Each survey was addressed to a different population of respondents (E.g. school administrators, professional development providers). Working groups collaborated on the surveys to include questions from each of the seven working groups into the fewest number of surveys.

Out-of-School Time Survey

The Out-of-School Time Survey was administered to out-of-school time providers via email invitation (n=85)

  • The majority of OST providers feature STEM programming for youth at schools in Wards 8, 7, and 5 and target those who qualified for free- and reduced-price lunch, underrepresented minority populations, and young women and girls.ost-stem-prof
  • OST programming focuses more on science and mathematics and includes topics on nutrition, weather/climate, biology, and mathematics games.
  • OST providers want assistance to recruit more STEM volunteers.
  • OST providers are targeting businesses, government, and foundations for program support.
  • OST providers participate in a ran
    ge of STEM professional development but want more hands-on participation activities.

School Survey

The School Survey was administered to DC public schools, DC public charter schools, school-community-issuesand private schools (n=63) through DCPS central office, DC public charter schools’ CEOs and Executive Directors (or principals if CEO’s/ED’s were not available). Evaluator identified private schools through an online search and administered the survey to the principal of each via email invitation and online survey (N=20).


Professional Development Survey

The Professional Development Provider Survey was administered to STEM professional development providers (N=41).

  • Few schools provided formal STEM professional development for teachers, had a professional development plan with progressions in STEM content and advanced school-community-partnerspedagogy, supported identified STEM teacher leaders with resources, or formalized STEM peer mentoring or coaching.
  • Of the schools that had STEM professional development, some similarities existed between what they received and what the professional development providers indicated they administered. However, schools indicated they would benefit the most from mathematics and engineering professional development.
  • OST providers participated in a range of STEM professional development but wanted more hands-on participation activities.

Mentor and Volunteer Survey

The Mentor and Volunteer Survey was administered to organizations that provide mentors, tutors, and volunteers via email invitation (n=34).

  • 26% reported that they did not work with any DC public schoolsschool-corporate-partners
  • 44% reported that they did not work with any DC public charter schools
  • 53% reported that they did not work with any DC private schools

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