Implementation of STEM Policy: A Case Study of a STEM-Focused Urban Charter School

Abstract

This case study explores policy implementation of a Science, Technology, Engineering, and Mathematics (STEM)-focused charter school policy over three-year period. The expert institution studied, Gateway Science Academy of St. Louis (GSA) as a K-12 district, has used a STEM-focused curriculum model over seven years. This case study uses the Fullan Change Theory’s seven core principles to investigate the GSA district’s use of the New Generation Science Standards (NGSS)/Project Lead The Way (PLTW) implementation and integration process.
The purpose of this study was to explore the GSA school district’s STEM policy implementation within the lens of the Fullan Change Theory. The researcher interviewed teachers and administrators and conducted classroom observations in order to collect data to investigate policy implementation. The study also reviewed relevant literature on effective policy implementations. In addition to interviews and classroom observation data, additional data was collected and analyzed, including: teacher lesson plans, standardized test scores, and monthly activity logs. Findings indicate the most successful STEM-policy implementation depends on staff motivation, administrative support, professional development, and team-lesson planning