EDUCATION AND OUTREACH
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Executive summary – second evaluation report
Indigenous STEM Education Project
The Indigenous STEM Education Project aims to increase participation and achievement of
Aboriginal and Torres Strait Islander students in STEM. It consists of six program elements
that cater to the diversity of students as they progress through primary, secondary and
tertiary education, and into employment.

The first Indigenous STEM education
evaluation report (Tynan & Noon,
2017) concluded that the initial
implementation of program elements
had been successful. However, as the
first report focused on implementation,
it was not intended or able to provide
conclusive evidence that program
elements were contributing to an
improvement in the engagement,
attendance and improved academic
achievement of Aboriginal and Torres
Strait Islander students in STEM
subjects. This second evaluation report
begins to provide positive evidence
that the goal of increased engagement
and achievement of Aboriginal and
Torres Strait Islander students is being
met across the program elements.
Analysis of the data also highlights the
need to be cautious in interpreting the
findings as these programs are still in
the early phase of their implementation
and that it will require ongoing
monitoring and continual improvement
of these programs in both content
and in methodological design to
ensure that they are meeting the STEM
aspirations of Australia’s Aboriginal
and Torres Strait Islander students and
their families.

FOR FURTHER INFORMATION

Christopher Banks
Monitoring and Evaluation
Program Manager

The key findings in this second evaluation report include:
•	 The substantial impact of the I2S2 program on increasing
Indigenous and non-Indigenous students’ achievement and
engagement. Although attendance decreased slightly for all
students, likely due to seasonal factors, it did not preclude
engagement or achievement increases.
•	 The benefits of I2S2 were particularly pronounced for the
Indigenous and non-Indigenous students who were achieving
below level prior to the I2S2 program. Sixty three per cent of these
students improved their grades.
•	 PRIME Futures is demonstrating sustained student engagement,
and improved learning and understanding.
•	 ASSETS is demonstrating increases in student engagement,
including aspirations for university and STEM studies, and some
students choosing more STEM subjects in Year 11.
•	 The Bachelor of Science (Extended) is experiencing variable
recruitment (between 5 and 12 students per year), with retention
(between 58 – 100 per cent) and average subject completion rates
(67 per cent) broadly comparable to national rates for Indigenous
university students and for all science degree students in Australia.
•	 Initial data showing high levels of transition of former ASSETS
students to university, including strong representation in STEM or
STEM-related degrees.
The evaluation findings of the Indigenous STEM Education Project
should be interpreted within the context of contemporary research
on participation in STEM by Aboriginal and Torres Strait Islander
peoples. A number of potential biases could affect the methodologies
and the findings. A discussion of these biases and how the evaluation
design has, and will, manage or minimise them are included in this
report. Forthcoming in-depth case study research on I2S2, Bachelor of
Science (Extended), ASSETS, and Science Pathways for Indigenous
Communities will provide further key evidence on the impact and
effectiveness of these elements.

t	 +61 7 3833 5999
e	christopher.banks@csiro.au
e	indigenous-stem-evaluation@csiro.au
w	www.csiro.au/indigenous-education
B&M | 18-00425