A Mixed Methods Study on Evaluations of Virginia's STEM-Focused Governor's Schools

Significant emphasis is currently placed on STEM education as a vehicle to encourage American youth to enter science, technology, engineering, and math-related professions. Gifted students are a natural resource of future innovators for these fields; however gifted programs are largely overlooked for program support. Since 1973, the Virginia Department of Education has sponsored a unique model of regional magnet programs for gifted and talented students called the Virginia Governor’s Schools. These schools provide accelerated and differentiated curricula, often in the STEM subjects. As evaluation is a strong component to achieve more funding to meet the scientific and technological demands of these programs, the researcher explored the evaluation reports of five STEM-focused Virginia Governor’s Schools. The purpose of the study was to collect consequential evidence of an untested rubric instrument used for the evaluations. A descriptive analysis of the instrument’s criteria ratings, a content analysis of evaluation reports, and a thematic analysis of eight evaluator interviews were conducted. Results were triangulated to reveal that the five Governor’s Schools met (n= 80.0%) or exceeded (n= 13.87%) evaluation metric standards, and shared similar strengths and areas of needed improvement. Triangulated evidence supported the argument that the instrument addresses gifted students as independent learners, faculty as education innovators, and promotes STEM-capable citizens through scientific research and civic service. Information collected during the study was intended to assist evaluation designers in determining rubric efficacy and provide recommendations for planned future revisions. STUDY OF EVALUATION OF VIRGINIA GOVERNOR’S SCHOOLS iii Mixed Methods Study on Evaluation of Virginia’s STEM-Focused Governor’s Schools Krista M. Stith ABSTRACT Significant emphasis is currently placed on science education, technology education, engineering education, and mathematics education (STEM) as vehicles to encourage American youth to enter STEM-related professions. Gifted students are a natural resource of futureSignificant emphasis is currently placed on science education, technology education, engineering education, and mathematics education (STEM) as vehicles to encourage American youth to enter STEM-related professions. Gifted students are a natural resource of future innovators for these fields; however gifted programs are largely overlooked for program support. Since 1973, the Virginia Department of Education has sponsored a unique model of regional magnet programs for gifted and talented students called the Virginia Governor’s Schools. These schools provide accelerated and differentiated curricula, often in the STEM subjects. As evaluation is a strong component to achieve more funding to meet the scientific and technological demands of these programs, the researcher explored the evaluation reports of five STEM-focused Virginia Governor’s Schools. The purpose of the study was to collect evidence of the consequences of using an untested rubric instrument for the evaluations. A descriptive analysis of the instrument’s criteria ratings, a content analysis of evaluation reports, and a thematic analysis of eight evaluator interviews were conducted. Results revealed that the five Governor’s Schools met (n= 80.0%) or exceeded (n= 13.87%) evaluation metric standards, and shared similar strengths and areas of needed improvement. The data sets supported the argument that the instrument addresses gifted students as independent learners, faculty as education innovators, and promotes STEM-capable citizens through scientific research and civic service. Information collected during the study was intended to assist evaluation designers in determining rubric efficacy and provide recommendations for planned future revisions. STUDY OF EVALUATION OF VIRGINIA GOVERNOR’S SCHOOLS iv ACKNOWLEDGMENTS I would like to take this opportunity to thank the individuals who supported me on this journey. To my advisor, Dr. Jeremy Ernst. There has not been one moment in all of these years that I have not been deeply appreciative of your excellent guidance. Without the endless patience and positivity every step of the way, my destination would not have been possible. To my committee members, Dr. Penny Burge, Dr. Joy Colbert, and Dr. Thomas Williams. Our meetings were filled with laughter and encouragement. I thank you from the bottom of my heart for your time and energy. To my participants. Thank you for your willingness to share your knowledge with me. You are truly a special group of educators who have gone above and beyond to support the continuance of the Virginia Governor’s Schools. I am forever indebted to you for your contributions. To my mentors, Rebecca Phillips and Sherry Pugh. Through your dedication, a phenomenal program has flourished to help so many wonderful students of our community. It has been an honor and a privilege to work with you. To my family, Elise Leonard, Robert Leonard, Laurie Stith, and Scott Stith. I thank you for your continuous reassurances, support, and of course, timely babysitting! To my children, Connor and Cailin. Now that I have achieved my dream, it is my hope that I am in the best position to help you achieve yours. You are both too young to remember me in graduate school, but just know that you supported me through this process with your loving smiles. To my husband and best friend, Matthew Stith, I dedicate this dissertation to you. STUDY OF EVALUATION OF VIRGINIA GOVERNOR’S SCHOOLS v