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Our Evaluation Results

"We planted a seed when we invited girls to Techbridge. Suddenly they believed they had what it takes to be a leader.”

TBG Infographic

Our evaluators conduct a rigorous, outcomes-based assessment, based on our logic model, to include the following outcomes:

  • Developing technical skills and aptitude
  • Increasing self-confidence, persistence and leadership skills
  • Promoting greater awareness and interest in science, technology and engineering careers

The evaluation utilizes both quantitative and qualitative evaluation methods, including pre- and post-surveys, interviews, and focus groups to evaluate impacts of our elementary through high school direct service programs, as well as our capacity building programs. Also, we conduct formal program observations, using our observation rubric which includes: the nationally acclaimed, STEM-specific, Dimensions of Success (DoS) tool from Harvard University; the Youth Program Quality Assessment from The Weikart Center; and program observation tools to assess promotion of racial and gender equity.

 

Impact on the Capacity of Adults

As regional and national partnerships increase, we expect to train even more adults. Below are specific results of two of our core programs, the SLC and T3:

STEM Learning Community (SLC) Model  

  • Staff had gains in understanding the elements of a STEM lesson and making space in programs for youth-directed learning.
  • Staff increased understanding of equity strategies: 100% said they learned how to create safe spaces; build cross-cultural understanding; connect STEM to youth’s lives.
  • Supervisors made significant gains in STEM program observations skills and were more likely to ensure that staff included reflection time during STEM activities.
  • The staff made great gains in understanding of STEM careers and the Engineering Design Process.

Train-the-Trainer (T3) Model

  • All trainees rated the quality of the training highly; although many consider themselves experts, 66% said it had a high or moderate impact on their understanding of STEM education.
  • Afterward, participants in trainee's workshops rated them highly (85% rated the training as "excellent" or "good") and found equity info of value (on average participants rated the equity topics as a 3.4 on a 4.0 scale, indicating that they found the information valuable).
  • At the close of the training, trainees shared how their new understanding of equity has changed their perspective and approach to teaching STEM (94% responded that the equity strategies provided a “great” or “moderate” impact to their understanding of STEM learning environments).

 

Impact on Girls

In 2017-18, students attributed the following gains to Techbridge Girls:

  • 88% knew more about how things work, like circuits and simple machines 
  • 85% felt more confident using technology
  • 88% said they are good at using technologies
  • 93% learned that teamwork is good for solving problems
  • 85% tried harder to overcome a challenge
  • 80% were better at problem solving
  • 87% knew more about different kinds of jobs
  • 96% believed engineering is a good career for women
  • 82% said that because of role models and field trips they went on, they are more interested in working in technology, science, or engineering
  • 69% can see themselves working in technology, science, or engineering
  • 84% have talked to a scientist, engineer, or technology worker about her/his job

Longitudinal Study

Participation in Techbridge Girls programs has been shown to produce increased confidence, improved academic performance and greater tendency to pursue STEM college majors and careers. According to a Longitudinal study conducted with the Oakland Unified School District in California from 2000 to 2007 (Ancheta, 2008), and from 2007 to 2013. Techbridge Girls participants are more likely to:

  • Score higher on the CST Algebra II and CST Biology exam.
  • Enroll in AP Calculus and have a higher average grade in AP Calculus.
  • Have a higher rate of graduation.
  • Have a higher overall GPA.
  • Earn a college STEM degree (twice more likely than the national average).