Students who do not usually like to collaborate with their peers were working very well together. Students were very supportive of each other. They were problem-solving in a productive way. They all felt very successful. The students really enjoyed the experience and many changed their perspective about science. Now, science is their favorite subject!
ECM currently (2022-2023) serves 8,698 students in school, 200 students in Afterschool, 1,000 students in Summer STEAM, 546 teachers, 36 schools, 17 counties in SC, and 9,800 students through outreach and education activities.
ECM’s evidence-based evaluation process relies on internal and external data collection and analysis designed to ensure continuous improvement in student engagement and student improvement in knowledge and skills identified in the Profile of the South Carolina Graduate as well as state and national standards. In addition to in-house assessment of both school-based and summer programs, an external evaluator, Dr. Janet Rose, provides regular reports on engagement and academic impact. Dr. Rose uses classroom observation, teacher surveys, principal surveys and partner surveys to collect both quantitative and qualitative data.
Recent ECM assessments found that: (1) CCSD student engagement during ECM programming increased by 65%, (2) 60% of students gained skills, techniques and knowledge, (3) 55% were more social, verbal and collaborative, (4) over 90% of teachers believed that Engaging Creative Minds programs had a positive effect on student engagement, (5) nearly all (99%) of CCSD teachers who participated believed the programs had a positive effect on students’ academic achievement, (6) over 95% of the teachers agreed that arts integration was effective for teaching standards-based instruction as well as differentiated instruction, and (7) compared with schools that did not participate in Engaging Creative Minds programming, participating schools made significant gains in ELA and writing achievement on PASS.
Six characteristics of the instructional setting were observed during a well-planned lesson prior to ECM and during the ECM lesson. Ratings assigned by a trained observer found vast differences in the quality of the lessons. These are percentages of classrooms at the proficient and advanced levels on these six dimensions prior to ECM and during ECM lessons.
Of teachers surveyed believe ECM has positive effects on students' engagement in school, their motivation to learn and their understanding of the subject areas taught, as well as students' ability to think critically and solve problems, think creatively and work collaboratively with others.
Of teachers involved in ECM believe that we have positive effects on students' academic achievement.
Of teachers agree that arts integration is effective for teaching standards-based instruction as well as differentiated instruction.
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