Abstract

Background:
Previous research identified a strong correlation between mathematics and science performance albeit for small samples of students. Even though there was a high correlation between mathematics and science performance, researchers examining students’ STEM achievement investigated mathematics and science achievement separately. The present study brings science and mathematics objectives together to constitute a higher order STEM assessment model.

Material and methods:
Data (science and mathematics scores) were gathered from 231,966 students (52% female) who were in 11th grade and took the state mandated test in 2013. A second-order confirmatory factor analysis was used to create a STEM assessment model.

Results:
The fit indices showed indicated adequate model fit for the data.

Conclusions:
The lack of assessments of technology and engineering objectives taught in K-12, make estimating the effectiveness of STEM teaching and learning tenable at best.