Practice Areas

Science, Technology, Engineering and Mathematics (STEM)


CEEP has a strong and successful background in evaluation and research of mathematics teaching and learning initiatives. In addition to the direct experience conducting evaluation and research of mathematics teaching and learning, CEEP has extensive experience evaluating broader science, technology, engineering and mathematics (STEM) initiatives. These evaluation and research programs include the following projects.

Deepening the Pool

Client: National Science Foundation
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The Robert Noyce Scholarship Program is a nationally funded program by the National Science Foundation. The focus of the Noyce Scholarship Program is to increase the number of scholars entering the mathematics education field at both the undergraduate and graduate levels. The Noyce Scholarship Program began at Bloomington’s Indiana University campus (IUB) in the 2007/2008 academic year and lasted four years, through the 2010/2011 academic year. It was a collaborative partnership between IUB Department of Mathematics and School of Education. Noyce Scholarship Program personnel at Indiana University contracted with the Center for Evaluation and Education Policy (CEEP) to conduct the external evaluation of the Robert Noyce Scholarship Program. The evaluation plan was designed to determine the extent to which the program reached its goals. As part of the ongoing evaluation, CEEP provided a combination of formative and summative evaluation feedback through a variety of data collection methods. CEEP regularly evaluated immediate satisfaction and impact of the Noyce program as well as long-term impacts.

Leveraging Technology to Keep America Competitive: Evaluation of State Educational Technology Programs (ESETP)

Client: U. S. Department of Education, Office of Educational Technology
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CEEP was the external evaluator of the U. S. Department of Education’s (ESETP) project. ESETP was intended to increase the capacity of states to design, conduct, and procure high-quality evaluations of educational technology initiatives and to determine if these interventions produced meaningful impacts on student achievement and/or teacher performance. Through ESETP nine states were awarded a total of 10 three-year grants. During the three-year grant period, these 10 projects produced a wealth of information on the use of technology in classrooms, as well as on implementing and sustaining rigorous and non-rigorous evaluations in state education programs. CEEP conducted site visits, focus groups, interviews, and a cross-analysis of final project reports in order to obtain comprehensive results from the 10 implementations. Looking at the intended and unintended outcomes of each project, and the extent to which the grantees were successful in accomplishing their grant objectives, CEEP identified barriers and keys to success in implementing evaluations in each individual context and across the board. CEEP’s study resulted in “What Works in State Education Evaluations: The Top 10 Lessons Learned in Evaluating State Educational Technology Programs,” a manual that discusses barriers and keys to success in rigorous evaluation of state educational technology programs. This document combines a cross-analysis of individual program results with corresponding evaluation recommendations and resources.

Evaluation of the Amgen Scholars Program

Client: Amgen Foundation
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For the past six years, CEEP has worked with the Amgen Foundation to conduct an external evaluation of its STEM research program for undergraduate students. The Amgen Scholars Program has two main objectives: to increase learning and networking opportunities for undergraduate students to pursue a science or engineering career, and to spark the interest and broaden the perspective of undergraduate students considering a scientific career. The program is taking place at institutions of higher education in both Europe and the United States. The comprehensive evaluation focuses on providing both formative data for program improvement and summative data to determine the impact of the Amgen Scholars Program. Data collection methods include web-based surveys, case studies/site visits in both the United States and Europe, focus groups and observations during summer symposiums, and the synthesis and analyses of extant data and reports generated by each of the participating institutions of high education. In addition, CEEP has worked with Amgen and the participating institutions of higher education (grantees) to increase the consistency and reliability of common core data collected across the programs.

Evaluation of the CALM Program for High School Chemistry Students

Client: U. S. Department of Education/Institute of Education Sciences (IES)
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CEEP has begun a five-year IES evaluation testing the efficacy of the Computer Assisted Learning Method (CALM) on student learning and achievement in high school chemistry. CEEP is using a randomized controlled trial design to analyze the impact of CALM on student learning, long-term retention of knowledge, and participation rates in additional science courses. CEEP is also analyzing the differential effects on CALM based on gender, ethnicity, and socio-economic status. CALM is a fully developed intervention for chemistry education, currently providing an online learning tool to high schools throughout Indiana. Despite its frequent use, the high interest expressed in the intervention by other Indiana schools and nationwide, and the anecdotal and qualitative data that supports the effectiveness of CALM, to date no strong evidence has been collected related to the impact on student outcomes. This study provides an opportunity to collect the types of empirical evidence needed to further inform program and policy decisions, and to implement the strong methodology needed to provide scientific evidence of the efficacy of CALM.

Evaluation for the Scientific Modeling for Inquiring Teachers Network (SMIT’N)

Client: Scientific Modeling for Inquiring Teachers Network (SMIT’N)
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CEEP conducted an evaluation for the Scientific Modeling for Inquiring Teachers Network (SMIT’N) through the final year of the program’s National Science Foundation (NSF) grant. CEEP collected pre and post survey data from participating kindergarten through fifth grade classrooms in the Monroe County Community School Corporation (MCCSC). Data was collected via two surveys: Views of Scientific Inquiry – Elementary School Version (VOSI-E) and the Views of Nature of Science Elementary/Middle School Version (VNOS-D). Both surveys utilized open-ended questions that are used in a short interview with individual students whose parents have agree to complete the Informed Consent to take part in the research.