NCT07447661|Not Yet RecruitingDMC
STEM As I Am Phase I
STEM AIM
STEM As I Am: A Culturally Relevant Media-enhanced Tool for Engaging Black Middle School Students and Their Families in STEM
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STEM AIM
STEM As I Am: A Culturally Relevant Media-enhanced Tool for Engaging Black Middle School Students and Their Families in STEM
Sponsor study identifier
Secondary identifiers
interventional
138
0 countries
N/A
Study Start
November 1, 2026
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Primary Completion
January 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Study Completion
March 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Black students experience significant achievement gaps that contribute to underrepresentation in high paying STEM fields and disparity in health and economic outcomes. Effective middle-school interventions include exposure to culturally relevant STEM role models, instruction in academic behaviors and growth mindset, instruction in the academic vocabulary required to pass high stakes achievement tests, and support for family engagement. The goal of this proposal is to develop a media-enhanced technology that offers Black middle school students and their families a culturally responsive support tool for engaging in STEM learning in the home setting.
Registry-reported information. Elapsed time and enrollment totals alone do not measure study progress or recruitment pace.
March 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
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Some registry-reported names shown below are not yet linked in this graph.
Dates and qualifiers reported by the registry. Estimated dates do not confirm that a milestone has occurred.
February 16, 2026
Actual (reported)March 3, 2026
Actual (reported)November 1, 2026
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
January 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
March 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Student Academic Vocabulary Word Meaning (SAVM)
SAVM will measure change in student vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Word Meaning (PAVM)
PAVM will measure change in parent vocabulary knowledge (multiple choice test of meaning). The multiple choice test is based on the assessment used in Beck et al. (1982) and McKeown et al. (1983) with middle school students. Scores were computed as the total percentage of vocabulary words correctly identified out of 72. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary knowledge.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Academic Vocabulary Word Usage (SAVWU)
SAVWU will measure change in student ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100, and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Academic Vocabulary Usage Behaviors (SAVUB)
Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Academic Vocabulary Usage Behaviors (SAVUB)
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Confidence in using AV words (SCAV)
Baseline (pre-treatment) and 6 weeks (post-treatment)
Parent Confidence in using AV words (PCAV)
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Interest in choosing STEM careers (STEM)
Baseline (pre-treatment) and 6 weeks (post-treatment)
The STEM-AIM app will provide students and their families with a media-enhanced learning experience. Videos will feature Black STEM heroes who describe their paths to STEM and the growth mindset skills that helped them overcome barriers and challenges. STEM heroes and near-peer vignettes introduce a set of academic vocabulary words that underlie STEM achievement. Users then practice drag and drop definition, spelling, and usage games.
Mobile app to deliver culturally responsive role modeling and evidence-based instruction (modeling, practice, feedback) in the academic vocabulary, behaviors, and mindset that underlie STEM success.
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Bandura A, Barbaranelli C, Caprara GV, Pastorelli C. Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Dev. 2001 Jan-Feb;72(1):187-206. doi: 10.1111/1467-8624.00273.
Yeager DS, Romero C, Paunesku D, Hulleman CS, Schneider B, Hinojosa C, Lee HY, O'Brien J, Flint K, Roberts A, Trott J, Greene D, Walton GM, Dweck CS. Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School. J Educ Psychol. 2016 Apr;108(3):374-391. doi: 10.1037/edu0000098.
David R Smith, PhD
Oregon Research Behavioral Intervention Strategies, Inc.
First Submitted
February 16, 2026
First Posted
March 3, 2026
Study Start
November 1, 2026
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Parent Academic Vocabulary Word Usage (PAVWU)
PAVWU will measure change in parent ability to correctly use vocabulary words in sentence contexts. The sentence verification test is similar to the Test of Instructed Word Knowledge in Vocabulary used in the Apthorp et al. (2012) study of vocabulary learning in middle school. Scores were computed as the total percentage of vocabulary words correctly used in sentence context out of 72 items. Score could range from 0 to 100 and higher scores indicate greater levels of vocabulary words used correctly in a sentence.
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Fixed Mindset (SFM)
SFM is a four-item survey measure of fixed mindset. Student responds to statements about their beliefs about learning and intelligence. The measure uses a 6-point scale. The item scores are averaged into a single scale and can range from 1 to 6, with higher values corresondeing to more fixed mindsets. The measure has demonstrated reliability (Yeager et al., 2016).
Baseline (pre-treatment) and 6 weeks (post-treatment)
Student Academic Behaviors (SAB)
SAB is a five-item survey measure of academic behaviors strongly linked to student success. Students respond to questions about how frequently they engage in these behaviors (e.g., turn in assignments on time). The measure uses a 5-point scale (1 = strongly disagree, 5 = strongly agree) and a mean score was computed and could range from 1 to 5. Higher scores indicated greater levels of perceived academic learning behaviors., and has demonstrated reliability (Snipes \& Tran, 2016).
Baseline (pre-treatment) and 6 weeks (post-treatment)
McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication. Journal of Reading Behavior, 15(1), 3-18. https://doi.org/10.1080/10862968309547474 (Original work published 1983)
Beck I. L., Mccaslin E. S., Mckeown M. G. The rationale and design of a program to teach vocabulary to fourth-grade students (LRDC Publication 1980/25). Pittsburgh: University of Pittsburgh, Learning Research and Development Center, 1980. Google Scholar Beck I. L., Omanson R. C., Mckeown M. G. An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 1982, 17, 462-481.
Snipes, J., & Tran, L. (2016). Early Indicators and Academic Mindsets in the Clark County School District. Regional Educational Laboratory West.
Weiner BJ, Lewis CC, Stanick C, Powell BJ, Dorsey CN, Clary AS, Boynton MH, Halko H. Psychometric assessment of three newly developed implementation outcome measures. Implement Sci. 2017 Aug 29;12(1):108. doi: 10.1186/s13012-017-0635-3.
Proctor E, Silmere H, Raghavan R, Hovmand P, Aarons G, Bunger A, Griffey R, Hensley M. Outcomes for implementation research: conceptual distinctions, measurement challenges, and research agenda. Adm Policy Ment Health. 2011 Mar;38(2):65-76. doi: 10.1007/s10488-010-0319-7.
Betts, J. E., Appleton, J. J., Reschly, A. L., Christenson, S. L., & Huebner, E. S. (2010). A study of the factorial invariance of the Student Engagement Instrument (SEI): Results from middle and high school students. School Psychology Quarterly, 25(2), 84.
Bowen DJ, Kreuter M, Spring B, Cofta-Woerpel L, Linnan L, Weiner D, Bakken S, Kaplan CP, Squiers L, Fabrizio C, Fernandez M. How we design feasibility studies. Am J Prev Med. 2009 May;36(5):452-7. doi: 10.1016/j.amepre.2009.02.002.
Apthorp, H., Randel, B., Cherasaro, T., Clark, T., McKeown, M., & Beck, I. (2012). Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension. Journal of Research on Educational Effectiveness, 5(2), 160-188. https://doi.org/10.1080/19345747.2012.660240
Primary Completion
January 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Study Completion
March 31, 2027
EstimatedPlanned date reported by the registry; this milestone is not confirmed as achieved.
Last Updated
October 2, 2026
Record last verified: 2026-09
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