Standard 1


INCLUSION/EQUITY: School/program provides equitable opportunities for students to engage in high-quality STEM learning. 

INITIATIVE NAME: Inclusion of all students in STEM lab and inquiry-based learning

Michael C. Riley has adopted an inclusive model of STEM education that includes all students and is representative of our school community. This is one of our strengths, as we have established a format in which all students engage in STEM lab and inquiry-based learning in the regular classroom. Since initial accreditation, we have added a K-2 STEM lab which has grown inquiry skills from the early grades, so all students (representing all demographics, including ELLs, resource students, all ethnicities, and both genders) are regularly engaged in STEM learning in K-5 classrooms.

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STEM Lab Schedule

Enrollment Summary
The attached enrollment summary illustrates M.C. Riley’s demographics and student makeup based on ethnic background, income level, and language proficiency. This diversity is reflected in STEM learning across grade levels. Our female students in grades K-5 are regularly engaged in STEM learning, in STEM labs, and in inquiry-based learning throughout the school. Similarly, Our STEM labs and 3I model of instruction serve all English Language Learners, students in poverty, and students of ethnicities that are typically underrepresented in STEM learning and professions.


Science test data

As a Title 1 school with a continuously growing ESOL population, our students face challenges in terms of language barriers when taking standardized tests.  Since SC PASS Science is now administered only to fourth graders at the elementary level, our data focuses on the fourth grade. Overall student scores have shown great improvement over the four year period, with a reduction of 18.5% in the Not Met category. There has also been a continuous increase in the percentage of students scoring Met and Exemplary from 2017-2019, increasing by 29.4% over the three year period. 

There is also a notable positive trend in closing the gap of fourth grade students scoring Not Met in the Hispanic, Students in Poverty, and Limited English Proficiency subcategories between 2016 through 2019, with a 23.6% decrease in Hispanic students, 23.9% in LEP’s, and a 31.3% decrease in Students in Poverty.  We feel that student academic growth can be attributed to the fact that our focus on STEM instruction provides opportunities for all students to make deeper connections to content and better apply their learning.  While English Language Learners may not have a firm grasp on the academic language for the subject matter, they are able to learn concepts through hands-on application. Not only does the inclusive model of STEM instruction reach underrepresented populations at M.C. Riley, but those populations have also shown measurable growth overtime to support that their inclusion is effective and beneficial for growing STEM competencies.

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Science Score Overall

Science Scores Subcategories