Aspire to STEM

This evaluation adds to EEF’s portfolio of science and mathematics projects.

Aspire to STEM uses approaches that research evidence suggests are likely to impact pupil attainment: improving leadership and sustained, collaborative professional development.

It is also a different type of programme than we have funded in these areas previously, as it works across multiple phases, year groups, and departments.

Programme delivery was fully funded by the Department for Education as part of the Teaching and Learning Innovation Fund (TLIF), a 3‑year initiative in England to support high-quality professional development for teachers and school leaders. The EEF funded the evaluation of the programme.

Due to Covid-19, the intended student attainment outcomes for this evaluation (Key Stage 2 and 4 attainment in mathematics and STEM subjects) could not be collected.

The evaluation found that attending an Aspire to STEM secondary school slightly increased the likelihood of Key Stage 4 pupils progressing to taking a STEM subject at A level two years later, by 1.42 percentage points. This is equivalent to 1 in 70 additional year 11 pupils taking up a STEM A level.

There was no difference in science teacher turnover between secondary schools which received Aspire to STEM and those that did not. This suggests that bespoke Continuing Professional Development provision does not influence science teacher retention.

Participating schools recognised the importance of partnership working but struggled to fulfil the programme’s early-stage partnership milestones, including conducting the needs analysis and action planning. These implementation challenges may have limited the programme’s potential impact on retention.

There are no plans for further evaluation of Aspire to STEM.