The purpose of this brief is to explore ways in which ASAP Fellows’ participation in the fellowship may have impacted their students! ASAP strives to examine potential student impacts (namely in areas of engagement, interest in STEM, and STEM learning) as secondary outcomes of the program. Fellow surveys are combined with qualitative interview data from ASAP Fellows to illustrate ASAP Fellows’ perceptions of how their participation in the fellowship has driven change in student reception and behavior.

From significantly increased student engagement and focus, higher attendance rates, and increased collaboration in the classroom, there's a plethora of ASAP's outcomes on students outlined in this brief!

Impacts on Students Report

One of the elements ASAP strove to analyze was the measured impact ASAP had on Fellows who participated in both one and year two of our program! From increasing Fellows' STEM efficacy and identity, boosting confidence in effectively teaching STEM concepts, and having students more interested in studying STEM and pursuing STEM pathways, the benefits of being a continued Fellow in the ASAP program were numerous, and statistically significant. All of that and more outlined in this data brief!

Impacts of Participation Report

Through the analysis of year one, post-program interview data, we aimed to answer the following question, “How has fellow’s participation in ASAP impacted or influenced their teaching, and particularly, how they teach STEM?” The present analysis finds that fellows’ STEM teaching was primarily influenced by (1) an increase in one’s personal understanding of STEM and student perspectives, (2) the acquisition of resources that enable the facilitation of hands-on STEM learning, (3) improvements in and opportunities to teach STEM topics, (4) an evolution in one’s teaching style and/or pedagogy, and (5) notable student growth and improvement. These findings are outlined in the following data brief!

Impacts on STEM Teaching Report

Throughout the course of the ASAP Fellowship, the ASAP team leveraged partnerships with nearly 30 community-based non-profit organizations to offer a plethora of professional development opportunities (PD) for rural and urban educators across every county of the state. The purpose of this report is to examine the extent to which ASAP Fellows implemented pedagogical knowledge, resources, and/or materials garnered from their professional development experiences throughout the ASAP Fellowship!

Implementation of Knowledge & STEM Resources Report

Throughout the course of both years of the ASAP Fellowship, ASAP professional development (PD) partners have been critical agents in establishing robust STEM ecosystems across Arizona. These PD partners have collectively held hundreds of events with the support and funding of ASAP, with a priority on achieving equitable access to these teacher trainings, with a focus on rural and traditionally under-resourced communities. This report examines the impact ASAP Professional Development Partners have had, by using data from surveys conducted on a subset of teachers who attended these events.

Impact of ASAP PD Report

Data was collected directly from our professional development partners on the workshops they held, their impressions of the ASAP program, how ASAP benefited their organization, and how they collaborated with other partners to create networks for themselves and teachers. Results from the surveys conducted on our PD Partners are found in this data brief!

PD Partners Y1 & Y2 Survey Results Report

Through a deep dive into the STEM Projects our ASAP Fellows implemented into their classroom during the Fellowship, this data brief aims to address how ASAP is advancing its program objective of combining high-quality professional development with curriculum development time for teachers to implement pedagogical knowledge, and provide STEM resources to enable the creation of impactful projects such as these!

Fellows Project Report

This data brief aims to address the following evaluation question, with a particular focus on confidence: How has participating in ASAP impacted fellows’ STEM teaching efficacy and confidence? The question can be answered effectively through analysis of ASAP's post-program interviews and survey data, and this report contains the results of said analysis!

Impact on Confidence Levels Report

Crucial to ASAP's mission of improving STEM education across the state is analyzing the impact that a program such as ASAP can have directly upon teachers. Using survey data collected throughout the year, this data brief aims to answer the following two essential questions, that are core concepts of our program-

• How have teachers’ STEM identities changed as a result of being an ASAP fellow?
• How has participating in ASAP impacted fellows’ STEM teaching efficacy?

Impact on STEM Teaching Efficacy & Identity Report

The purpose of this brief is to explore key factors that may be driving teacher retention patterns among ASAP Fellows. We aim to provide data that may help combat the STEM teacher shortage faced in Arizona by illustrating ASAP Fellows’ outlooks on their teaching careers via our survey data, along with exploring specific factors that may be driving their decisions either to continue teaching or to leave the profession.

Impact on Teacher Retention Report

Communities of practice are groups formed by individuals who share a passion or concern and engage in collective learning, and throughout both years of our Fellowships ASAP Fellows have formed these communities in K-12 schools across the state. In this data brief we aim to explore some of the statistics regarding these communities, and how ASAP served as an agent to bolster teacher connections in a variety of categories.

ASAP Fellows Communities Of Practice Report

This brief explores ASAP fellows’ perceptions of their experience teaching before, during, and remotely since the pandemic, and the process of recovering from the widespread learning loss that occurred during COVID-19. Findings in this report detail fellows’ experiences using technology, engaging students, and use of resources at these times.

Effects of COVID-19 on ASAP Fellows Report

Following the recruitment of the program’s first cohort of fellows, a brief pre-program survey was administered to capture birds-eye snapshots of the awardees’ professional backgrounds; experiences implementing STEM curriculum in their K-12 classrooms; perceptions of their own knowledge and efficacies toward broadening STEM applications in their classrooms; and reflections of the professional connections and support systems they have in place to help incorporate curricular changes.

This data brief explores the results of this survey, and the outlooks on STEM education that participants had prior to becoming ASAP Fellows.

Fellows' Pre-Program Survey Results Report

As crucial parts of the ASAP program, our Professional Development (PD) Partners were asked to reflect on their experience collaborating with the Arizona STEM Acceleration Project (ASAP); this professional relationship usually spanned one to two years, and impacted a plethora of STEM teachers across every county of the state. This data brief explores the impact that ASAP has had on our PD Partners, and their reflections of the results of our collaboration.

PD Partners Focus Group Results Report