Science from Scientists
Programs and results
What we aim to solve
Science, Technology, Engineering, and Mathematics (STEM) is the heart of our nation’s ability to continue to innovate, lead, and create the jobs of the future. All students—no matter their future profession—must have solid early experiences in STEM to empower them to participate in an increasingly scientific and technological world. Yet, the U.S. is in a STEM education crisis: U.S. students rank 18th in the world in science literacy; large science achievement gaps persist for disadvantaged students; 83% of high school students report lacking proficiency and/or interest in STEM; and only 38% of U.S. students participated in hands-on STEM experiments during the pandemic. SfS offers a metrics-based, collaborative, cost-effective, and scalable way to quickly bridge the gaps left in the education system and reach all students with the joy and excitement of STEM.
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
1. In-School Module-Based STEM Enrichment Program
Our core In-School program is our innovative, award-winning In-School Module-Based (ISMB) STEM Enrichment Program. In this program, SfS partners with elementary and middle schools that serve students in our target population of grades 3 through 8. SfS sends the same real, charismatic scientists and engineers into each of these partner schools (during the school day) to see the same group of students every other week throughout the entire school year. Prior to each visit, the SfS instructors coordinate with classroom teachers to select one of our 100+ hands-on lessons in STEM (topics include chemistry, physics, life science, earth science, engineering, etc.) to present that day. All lessons are aligned with the Next Generation Science Standards (NGSS) and state frameworks.
2. Scientist-Teacher Partnership
Our second In-School program is our new Teacher Professional Development program called the Scientist-Teacher Partnership (STP). In this twist on the ISMB model, SfS provides monthly lessons in addition to a program targeted to train classroom teachers as the primary presenters. Classroom teachers access our new asynchronous online courses to learn about the Next Generation Science Standards and Science and Engineering Practices. Teachers then participate in a Professional Learning Community, where they discuss the courses, learn core STEM concepts, and practice lessons together. Through STP, teachers gain skills and confidence in leading hands-on STEM lessons themselves. In this way, SfS has a long-term impact, serving year after year of students for each teacher's entire career.
3. Vacation Programs
Vacation Programs are part of our Out-of-School programs, through which we engage larger audiences in STEM-based activities. Vacation Programs are week-long programs that focus on developing research skills and project-based learning. These are done in collaboration with research facilities, STEM corporations, and community youth centers.
4. Science Theater
Science Theater is part of our Out-of-School programs, through which we engage larger audiences in STEM-based activities. Science Theater is our live, interactive science-themed stage show that brings the excitement of science to families and young children. Past performances include the Ecotarium (Worcester, MA), Andrews Air Force Base (Bethesda, MD), Epcot (Walt Disney World), and the America's Cup Sailing Race (Bermuda).
Where we work
Awards
Cited Science from Scientists as one of four examples of best practice in MA 2010
MA Governor's STEM Council
Showcased Charity at 7th Annual Tech Charity Wine Party 2013
Technology Underwriting Greater Good (TUGG_
Recipient of Consulting Services 2013
Community Consulting Teams (CCT)
ELP Selected Project Sponsor (1 of 4) 2013
UMass Boston Center for Collborative Leadership Emerging Leaders Program (ELP)
@Scale Endorsement 2013
Massachusetts Executive Office of Housing and Economic Development
External reviews
Photos
Videos
Our results
How does this organization measure their results? It's a hard question but an important one.
Evaluation documents
Download evaluation reportsPercent improvement in pre- and post-quiz scores
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth
Related Program
1. In-School Module-Based STEM Enrichment Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
Each module we present to students contains a pre- and post-lesson quiz that allows us to assess the effectiveness of each lesson, as well as students’ retention of the subject matter.
Percent of students showing improved interest in topics related to STEM
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth
Related Program
1. In-School Module-Based STEM Enrichment Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
We collect teacher surveys to verify that our program is piquing students' interest in STEM and complementing teachers’ STEM curriculum objectives.
Percent improvement in the number of students who perform at average or above on standardized testing
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth
Related Program
1. In-School Module-Based STEM Enrichment Program
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Increasing
Context Notes
We compare 5th-grade student scores on the Minnesota and Massachusetts state comprehensive science assessments before and after each school’s participation in the ISMB program.
Number of students enrolled
This metric is no longer tracked.Totals By Year
Population(s) Served
Children and youth
Related Program
1. In-School Module-Based STEM Enrichment Program
Type of Metric
Output - describing our activities and reach
Direction of Success
Increasing
Context Notes
Note: 2020-21 was the year of remote learning during the pandemic.
Number of teachers who demonstrate effective teaching practices
This metric is no longer tracked.Totals By Year
Population(s) Served
Teachers
Related Program
2. Scientist-Teacher Partnership
Type of Metric
Outcome - describing the effects on people or issues
Direction of Success
Holding steady
Context Notes
Percentage of teachers reporting increased confidence and skills in teaching STEM themselves because of participation in SfS programming.
Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
Science from Scientists’ (SfS’) STEM Enrichment Programs bring discovery-based “aha” learning with role models to all students - regardless of circumstances or means - in order to substantially increase the number of students pursuing STEM careers and trades and to close achievement gaps for underserved students. Our short-term goals are to measurably improve student attitudes and aptitudes in STEM, so that, in the long term, students completing one or more years of the program will increase their confidence in STEM knowledge and skills, understand real-world applications of that knowledge, and be able to see themselves in science and engineering careers in the future.
To demonstrate that SfS benefits students and teachers, we measure outcomes through a mix of qualitative and quantitative methods. We measure student knowledge, engagement, and interest in STEM and STEM careers, as well as teacher confidence and satisfaction with our program through lesson content quizzes, student and teacher surveys, outside observations, and data analyses. The results of teacher surveys and lesson evaluations are compiled in June, allowing us to assess the effectiveness of our lessons and overall programming.
Over the course of one academic year, our anticipated measurable program outcomes for students and their teachers include:
*More during-school contact hours in quality STEM programming with real scientists for ALL participating students;
*Positive increases in students’ understanding of standards-aligned STEM concepts and connections;
*Positive increases in student engagement in science and engineering practices and 21st Century skills;
*Increased percentage of students reporting interest in STEM subjects and STEM-related careers;
*Classroom teachers demonstrating increased confidence and skills in teaching STEM.
We believe that repeated positive experiences with STEM content and mentors in the critical years between 3rd- to 8th-grade will spark students' interest. By raising their interest in STEM, we hope to build their confidence in choosing STEM electives and programs when presented with opportunities to better prepare them for success in college. This statement is supported by a third-party evaluation of the ISMB program completed by a third-party group called PEAR (Program in Education, After-school, and Resiliency), a joint initiative of Harvard University and McLean Hospital. The PEAR pre- and post-program student interest surveys found that, after one year in our ISMB program, 82% of students reported more interest in science-related careers, 87% of students reported improvements in their perseverance and critical thinking skills, and 85% of students reported improvements in relationships with their peers and adults.
What are the organization's key strategies for making this happen?
Science from Scientists (SfS) specializes in science, technology, engineering, and math (STEM) education enrichment for 3rd- through 8th-graders. SfS offers a variety of programs throughout the year designed around our mission to teach and inspire the next generation to identify and solve real-world problems by improving STEM literacy. The ultimate goals of all of our programs are to measurably improve student attitudes and aptitudes in STEM, help close STEM achievement gaps, and substantially increase the number of students pursuing STEM careers and trades. We focus on engaging students in 3rd through 8th grades in STEM, because positive experiences with STEM inquiry at an early age will ensure more students have the confidence and proficiency to pursue STEM in high school and beyond.
SciSci’s core During-School STEM Enrichment Program, which branched last year to create an innovative version for remote learning, partners with elementary and middle schools, serving more than 10,000 students each year in MA, CA, and MN. SciSci’s diverse scientist instructors connect biweekly with the same classrooms, serving as role models for students, while teaching, inspiring, and helping every student to build their “STEM identity.”
Our Scientist-Teacher Partnership (STP) program is a variation of our core scientist-led program with additional teacher professional development. Classroom teachers attend workshops, online SciSci courses, and mentoring groups with SciSci staff to learn core STEM concepts for hands-on lessons and relevant science and engineering practices.
Both programs are designed to inspire a student’s interest in pursuing STEM studies in high school and beyond. Because the programs occur during the school day, we reach every student, not just those who already are interested in STEM or are able to participate in afterschool programs. Additionally, whether the program is virtual or in-person, our scientists always teach live and interactively, and we always provide all supplies for every student to have hands-on activities with each lesson.
Our out-of-school programs include summer school, science theater shows, and community presentations. These programs focus on developing research skills and project-based learning.
What are the organization's capabilities for doing this?
Our broad STEM enrichment program supplements classroom STEM instruction. We address the need for youth to consider post higher education STEM careers at the age when they are curious and eager to learn and can be influenced by positive role models. We employ actual STEM professionals* as instructors who serve as passionate and positive role models, mentors and guides for the students (many of whom have never met a “real, live” scientist). These professionals visit the same students up to 16 times over the course of ten full months, September through June. We compensate our instructors, instead of relying on volunteers, because it allows us to monitor and evaluate their performance to assure the highest quality of instruction.
(*Our definition of a STEM professional is an individual, who holds an undergraduate degree in a STEM field and is, at a minimum, enrolled in an advanced degree program in STEM or Education (M.D., Ph.D., M.S., D.M.D.) or has comparable industry experience. All instructors undergo rigorous selection, training, and evaluation processes. Training takes place throughout the school year and consists of both workshops covering state and national science frameworks (e.g., MA STE, NGSS) and student-centered teaching strategies (i.e., 5E Instructional Model) and on-the-job mentoring in the classroom by senior instructors. All instructors are mentored on an ongoing basis and evaluated annually using a Situation-Behavior-Impact (SBI)-based feedback program. Feedback from students and teachers also are used to guide the recruitment, training, and professional development of our instructors.)
Our programs address persistent achievement gaps for females, minorities, and economically disadvantaged student populations by partnering with schools in underserved areas and serving all students in a grade level during school. Social stigmas are removed, and our hands-on lessons reach students with a variety of learning styles, many of whom would not have had the interest or means to participate in STEM programs if they were not offered as part of normal classroom learning.
Our programs assists teachers, because it correlates to academic standards and provides them flexibility to choose lessons that best meet their needs, provides all materials and supplies (which many teachers and schools cannot afford), and offers embedded professional development with access to related educational resources. Parents, who may otherwise be unable to reinforce STEM education at home, have access to lesson descriptions and follow-up activities with inexpensive household items.
What have they accomplished so far and what's next?
In 2018, SfS observed an average 19% improvement in the percentage of students scoring proficient or higher on the 5th-grade STE MCAS in Massachusetts. For schools performing below the state average, the average percentage improvement in STE MCAS scores was 24%.
In 2019, SfS collected quiz results that demonstrated the following percent improvements from pre- to post-lesson quiz by region: 16 percentage points for Massachusetts, 20 percentage points for California, and 14 percentage points for Minnesota. This is similar to the class average raising nearly two letter grades.
In 2019, 99% of responding teachers feel SfS is a valuable addition to their classroom science instruction. Top-cited reasons included the flexibility to pick lessons at their discretion/need, the availability of hands-on materials different from pre-existing textbooks or online science materials, diversity of charismatic presenters, and informal professional development embodied in having scientists model lessons and present content in their classrooms. 70% of students reported being interested in becoming a scientist, engineer, or technician in the future (compared to national interest levels of ~48%).
Our end-of-year evaluations for 2021 showed that 93% of our students were deeply engaged in science and engineering practices during their lessons; 90% demonstrated a deeper understanding of STEM content; 94% showed increased interest in STEM; and 92% effectively learned about new STEM careers and scientists. Additionally, we conducted a matched pairs analysis on the 5th grade state assessment exam, which showed that SfS students scored 10 percentage points higher in science proficiency than non-SfS peers.
SfS received tremendous written and verbal feedback over the past year, as well. Here are some highlights:
- “I definitely want to be a scientist when I grow up.” - 5th grade student;
- “Each week the students ask if their scientist is coming today. I am constantly explaining that it is every other week, so that should tell you how much they are enjoying the lessons.” - Classroom Teacher;
- “The teachers all raved about how well laid out the last lesson was, and several teachers told me this morning that they are very confident leading the lesson today by themselves!” - School Principal;
- “Hands-on #STEM curriculum like Science from Scientists is critical to closing achievement and opportunity gaps for learners of all ages.” - Tweet from Lt. Gov. Karyn Polito after she visited our virtual classes last Spring.
How we listen
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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How is your organization using feedback from the people you serve?
To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals
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Which of the following feedback practices does your organization routinely carry out?
We collect feedback from the people we serve at least annually, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback
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What challenges does the organization face when collecting feedback?
It is hard to come up with good questions to ask people, Student data is legally protected and not always available to us.
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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- Analyze a variety of pre-calculated financial metrics
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.
Science from Scientists
Board of directorsas of 07/07/2022
Mr. Colin Angle
iRobot
Term: 2015 -
Colin Angle
CEO, iRobot
Jim Ellard
CEO, New England Biolabs
Erika Angle
Executive Director & Founder, Science from Scientists
JD Chesloff
MA Business Roundtable
Linda Hammett Ory
Pat Richmond
Joydeep Ganguly
Senior Vice President of Corporate Operations at Gilead Sciences
Mirza Cifric
CEO, Veritas Genetics
Don Wakamatsu
WakWay Foundation
Yukiko Ueno Egozy
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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Board orientation and education
Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? No -
CEO oversight
Has the board conducted a formal, written assessment of the chief executive within the past year ? Not applicable -
Ethics and transparency
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes -
Board composition
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes -
Board performance
Has the board conducted a formal, written self-assessment of its performance within the past three years? No
Organizational demographics
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
Gender identity
Transgender Identity
Sexual orientation
Disability
Equity strategies
Last updated: 07/07/2022GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more
- We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
- We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
- We disaggregate data by demographics, including race, in every policy and program measured.
- We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
- We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
- We have community representation at the board level, either on the board itself or through a community advisory board.
- We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.