Background
State afterschool networks across the US are engaged in system-building efforts to improve the quality of science, technology, engineering, and math (STEM)-focused afterschool programming. This study examined national trends in STEM program quality, youth outcomes, and the connections between these two data sources.

Methods
One thousand five hundred ninety-nine youths (grades 4–12) enrolled in 158 STEM-focused afterschool programs across 11 state networks completed a retrospective self-assessment measuring STEM attitudes and social-emotional learning (SEL)/twenty-first-century skills. Two hundred fifty standardized observations of STEM activities were performed to measure STEM program quality.

Results
(1) Most youth (65–85%) reported increases in STEM engagement, identity, career interest, career knowledge, relationships, critical thinking, and perseverance, with the largest gains reported by those engaging with STEM activities for 4 weeks or more; (2) there were significant, strong correlations between STEM and SEL/twenty-first-century outcomes reported by youth; and (3) youth participating in higher-quality STEM programming reported more growth than peers participating in lower-quality programs.

Conclusion
This effort demonstrates how investments in STEM program quality yield high returns for programs and youth and how collaborations between research and practice can track successes and challenges, determine investments in program management, and expand advocacy and policy efforts. Additionally, this study supports a growing body of literature that suggests a synergy between youth development and STEM learning approaches that can improve outcomes for youth.



中文翻译：

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从质量到结果：课后STEM编程的全国研究

背景技术
美国各地的州立课后网络都致力于系统建设，以提高以科学，技术，工程和数学（STEM）为重点的课后编程的质量。这项研究检查了STEM计划质量，青年成果以及这两个数据源之间的联系的国家趋势。

方法
在11个州网络中的158个以STEM为重点的课后计划中招募的159名青年（4-12年级）完成了一项回顾性自我评估，该评估是对STEM态度和社会情感学习（SEL）/二十一世纪的自我评估技能。对STEM活动进行了250次标准化观察，以测量STEM程序质量。

结果
（1）大多数青年（65-85％）报告说，STEM参与度，身份，职业兴趣，职业知识，人际关系，批判性思维和毅力有所增加，其中从事STEM活动持续4周或更长时间的人获得的收益最大；（2）青少年报告的STEM与SEL /二十世纪初结果之间存在显着强相关性；（3）与参加低质量课程的同龄人相比，参加高质量STEM编程的青年人增长更多。

结论
这项工作证明了对STEM计划质量的投资如何为计划和青年带来高回报，以及研究与实践之间的合作如何跟踪成功和挑战，确定对计划管理的投资以及扩大宣传和政策工作。此外，这项研究支持了越来越多的文献，这些文献表明青年发展与STEM学习方法之间的协同作用可以改善青年的结局。