04/02/2021
By Robin Hall

The College of Education invites you to attend a doctoral dissertation defense by Erin Hobbs on
“A Secondary School Standards-Based Reform Initiative: The Impacts on Closing STEM Achievement Gaps and STEM Teachers' Instructional and Grading Practices.”

Date: Tuesday, April 13,2021
Time: 3:30 p.m. EST
Location: This will be a virtual defense via Zoom. Those interested in attending should email
Michelle_ScribnerMacLean@uml.edu at least 24 hours prior to the defense to request access to the meeting.

Dissertation Chair: Michelle Scribner-MacLean, Ed.D. Clinical Professor, College of Education, University of Massachusetts Lowell

Dissertation Committee:

  • Anita Greenwood, Ed.D., Dean Emeritus, College of Education, University of Massachusetts Lowell
  • Stephen Sanborn, Ed.D., Scholar of Practice

Abstract:

In the United States the Science, Technology, Engineering and Math (STEM) workforce is in high demand. To meet this demand, students graduating from high school must have the necessary 21st century skills and interest to pursue a STEM career. Unfortunately, student interest in STEM has been shown to decline starting in the upper grades of elementary school and continuing into high school. In addition, achievement gaps in STEM exist among ethnic minority groups, socioeconomically disadvantaged, students with disabilities, and female students. STEM interest and achievement gaps have been directly linked to low student self-efficacy and traditional teaching models that are teacher-centered. This research investigated the impacts of standards-based grading and instruction professional development on learner-centered instructional practices and STEM achievement gaps. A mixed-methods approach was used to collect both qualitative and quantitative data. The data indicated that STEM teachers did adopt learner-centered instructional practices after participating in the standards-based grading and instruction professional development. In addition, the data suggests that changes in the instructional and grading practices resulted in both positive and negative changes in student motivation and academic performance. Lastly, the data supports the notion that standards-based grading and instruction closes STEM achievement gaps. Qualitative research in the literature suggests the same findings, but further quantitative research is necessary to confirm the correlation between standards-based grading and instruction and closing STEM achievement gaps in secondary schools. Therefore, secondary schools must continue to provide teachers with effective professional development and monitor the impact on students’ academic performance in order to improve teaching and learning.