Abstract

This study examines the impact of the Entrepreneurship Studies, Science, Technology, Research, Engineering, Arts, and Mathematics (ESTREAM) curriculum in rising both reading and mathematics proficiency at St. Anthony School of Higher Education, a K-12 institution serving a predominantly low-socioeconomic student population. Employing a mixed-methods, project-based learning approach, we analyzed student performance data in both reading and mathematics across grade levels. Results demonstrate statistically significant gains in reading scores and substantial positive growth in mathematics proficiency following the implementation of the ESTREAM curriculum. The interdisciplinary nature of ESTREAM, improving student engagement, problem-solving, and critical thinking, appears to be a key driver in this dual success. This research highlights the potential of integrated curricula to address foundational academic skills and provides implications for educators serving diverse student populations.

Keywords: ESTREAM curriculum, reading proficiency, mathematics proficiency, interdisciplinary learning, project-based learning, low-socioeconomic students, improvement in student engagement, academic growth.

Introduction

Student literacy and numeracy are foundational pillars of academic success, serving as essential building blocks for future learning, career opportunities, and active participation in society. The ability to read with comprehension, write effectively, and reason mathematically is paramount for navigating the complexities of the 21st century. However, the development of these core skills is not uniform across all student populations. Students from low-socioeconomic backgrounds often face additional barriers to educational attainment, including limited access to resources, inadequate support systems, and the potential impact of environmental factors on cognitive development. Research consistently demonstrates the correlation between socioeconomic status and academic achievement, highlighting the urgent need for effective educational interventions and approaches that address these disparities. These students may enter school with less exposure to vocabulary, print-rich environments, and early numeracy experiences, creating an achievement gap that can widen over time if not proactively addressed.

At St. Anthony School of Higher Education, a K-12 private institution serving a predominantly low-socioeconomic student population, the school recognizes the unique challenges and opportunities presented by its student body. The institution's commitment to providing high-quality education and encouraging equitable outcomes has driven a search for innovative and effective pedagogical approaches. This dedication to student success led to the adoption of the Entrepreneurship Studies, Science, Technology, Research, Engineering, Arts, and Mathematics (ESTREAM) curriculum. ESTREAM represents a departure from traditional, siloed subject instruction, embracing a more integrated and applied learning philosophy. This curriculum is designed to impart content knowledge and to cultivate essential 21st-century skills such as critical thinking, problem-solving, collaboration, and creativity.

Methodology

ESTREAM was implemented in 5 classrooms across K-12 students during the 2024-2025 Academic Year. This meant each student in this study was exposed to approximately 1,080 hours of ESTREAM across the school year. To operationalize ESTREAM in classrooms, instructors leveraged Eddy, a generative AI curriculum assistant pretrained to create project-based learning (PBL) lessons that map directly to the ESTREAM framework while remaining standards-aligned. By auto-generating detailed lesson sequences, formative checks, and interdisciplinary project prompts, Eddy enabled teachers to deliver the full ESTREAM sequence with consistency and fidelity across grade bands.

This study employed a mixed-methods approach to comprehensively evaluate the efficacy of the Entrepreneurship Studies, Science, Technology, Research, Engineering, Arts, and Mathematics (ESTREAM) curriculum across the 2024 academic year. Quantitative analysis of student performance data across the K-12 spectrum was integrated with qualitative data derived from student and educator interviews. The research specifically investigated the impact of ESTREAM, a project-based learning framework, on student performance in two critical domains fundamental to academic success and lifelong learning: reading and mathematics. By analyzing end-of-year assessment data in both subjects, this study aimed to provide a comprehensive understanding of ESTREAM's effectiveness in promoting holistic academic growth within this specific educational context.

Mathematical and reading proficiency were quantitatively assessed through a comparative analysis of baseline and end-of-year (EOY) scores for 53 out of 61 participating students. For reading, the assessment domains encompassed phonological awareness, phonics, high-frequency words, vocabulary, and both literature and informational text comprehension skills. In parallel, mathematics assessments evaluated student capabilities in number operations, algebra, measurement, data analysis, and geometry across all grade levels. The foundational premise of this inquiry posits that the integrated ESTREAM curriculum, designed to cultivate a cohesive and interdisciplinary learning experience through critical thinking, creativity, and problem-solving, is instrumental in strengthening student abilities across these academic domains. Consequently, the findings of this study are anticipated to contribute significantly to the broader discourse on effective educational practices for diverse student populations, particularly those navigating socioeconomic challenges, by offering empirical insights into the potential of integrated curricula to develop foundational academic skills and promote equitable learning outcomes.

Reading Proficiency Outcomes

The analysis of end-of-year reading assessment data at St. Anthony School of Higher Education reveals statistically significant gains in reading scores following the implementation of the ESTREAM curriculum. This positive correlation between the ESTREAM framework and enhanced reading achievement necessitates a deeper examination of the underlying pedagogical mechanisms at play. The observed improvements suggest that the interdisciplinary and project-based nature of ESTREAM cultivates a rich learning environment conducive to the development of crucial reading competencies. By providing students with autonomy in their learning and opportunities for meaningful mastery, ESTREAM inherently empowers students, leading to more intrinsic motivation and greater student engagement, aligning with tenets of Self-Determination Theory. This approach appears to enhance reading comprehension, enabling students to more effectively extract meaning from complex texts, discern main ideas, and draw logical inferences, as their heightened engagement facilitates deeper cognitive processing. The curriculum's deliberate emphasis on real-world applications and problem-solving likely strengthens students' capacity to connect textual information to practical contexts, thereby deepening their overall understanding and relevance of reading.

Furthermore, ESTREAM's intentional integration of diverse subject areas demonstrably promotes robust vocabulary development. By exposing students to a wide array of texts and discipline-specific language within science, technology, engineering, arts, and mathematics contexts, ESTREAM strategically broadens their vocabulary base beyond the confines of traditional language arts instruction. This purposeful cross-curricular approach provides students with repeated and meaningful exposure to academic vocabulary, facilitating more effective retention and practical application across various learning domains. The cultivation of critical analysis of text represents another vital aspect of reading proficiency nurtured by the ESTREAM framework. The curriculum's inherent focus on research, inquiry-based learning, and evidence-based reasoning actively encourages students to engage with texts in a more analytical and discerning manner, prompting them to question assumptions, evaluate presented arguments, and construct well-supported interpretations.

Qualitative insights, directly elicited from student interviews, provide compelling corroboration of these quantitative findings, offering invaluable perspectives on the tangible impact of ESTREAM on the lived reading experience of learners. For instance, one student remarked:

"Before ESTREAM, reading felt like a chore, but now I actually look forward to it. The projects make the stories come alive" (Student Interview, May 7, 2025).

Another learner articulated:

"I understand more now. When we discuss things in class, I feel like I can really contribute because the ESTREAM activities help me think deeper about what I'm reading" (Student Interview, May 5, 2025).

These firsthand accounts underscore the profound shift in student engagement and comprehension fostered by the curriculum. These qualitative data strongly suggest a notable increase in student engagement with reading materials, particularly when these materials are meaningfully connected to real-world projects and overarching interdisciplinary themes.

Darling-Hammond et al. (2020), emphasize the critical role of authentic, culturally responsive learning in transforming education and developing student engagement. They contend that the traditional "assembly-line model" of education is outdated, advocating instead for learning through authentic experiences that actively engage students. This heightened engagement potentially signifies a fundamental shift in student attitudes towards learning, creating a greater sense of purpose and relevance. For instance, students articulate a heightened motivation and intrinsic interest in learning when they perceive its direct applicability to their own lives and when they are afforded opportunities for collaborative learning and the practical application of their skills within authentic contexts.

Darling-Hammond et al. (2020), report highlights that individuals learn most effectively by connecting new information to existing knowledge, drawing upon experiences, and receiving real-time feedback. Authentic learning experiences are characterized as those that cultivate higher-order thinking skills, requiring students to apply knowledge to complex, real-world problems and often create something of value for an audience beyond the classroom. The authors identify that emphasize on authentic, responsive learning is a key priority for reinventing schools. They stress that such approaches are crucial for supporting conceptual understanding, increasing student motivation and engagement, and developing metacognitive skills and agency. By centering and celebrating diversity, culturally responsive pedagogy, which is inherent in authentic learning, develops a sense of belonging and inclusion, thereby positively affecting educational outcomes, including engagement and academic achievement. Ultimately, Darling-Hammond et al. (2020) suggest that policies and practices supporting authentic, responsive learning are essential for creating equitable and empowering learning environments where all students can thrive.

The study's analysis identifies several key, interconnected factors contributing to this demonstrable success in reading, including significantly increased student engagement, the development of enhanced problem-solving skills, and the cultivation of critical thinking abilities, all of which are intentionally embedded as integral components of the ESTREAM framework. The heightened level of student engagement is likely a primary driver of improved reading outcomes. ESTREAM's project-based learning model empowers students with more active and participatory roles in their educational journey, allowing them to explore topics aligned with their interests, collaborate effectively with peers, and produce tangible artifacts of their learning. This active involvement cultivates greater motivation and a deeper investment in the learning process, which subsequently yields positive effects on reading comprehension and overall fluency. The development of enhanced problem-solving skills, intentionally cultivated by ESTREAM's emphasis on inquiry and real-world application, likely translates to improved reading comprehension as students learn to approach texts with strategic intent, effectively identify key information, and navigate challenges inherent in understanding complex passages.

Finally, the deliberate cultivation of critical thinking abilities within the ESTREAM framework empowers students to analyze texts with greater efficacy, critically evaluate sources of information, and formulate their own well-reasoned opinions, applying their understanding to solve problems, make informed decisions, and engage in meaningful discussions about the material they encounter. This focus on application ensures that students can transfer their reading skills to real-world contexts, thereby equipping them to navigate complex information landscapes. Ultimately, this holistic approach to literacy education nurtures independent learners capable of critical engagement with the world around them, preparing them for academic and professional success.

Summary of Overall Growth

Analysis of the reading assessment data from St. Anthony School of Higher Education, encompassing kindergarten through 12th-grade students, reveals a significant positive shift in reading proficiency. The number of students performing at or above grade level increased by seven, and those early on grade level saw an even greater increase of nine students. This progress is further underscored by a reduction in the number of students requiring the most intensive support, with those scoring two or more grade levels below decreasing by a combined total of 19 students. The integration of the ESTREAM curriculum, with its focus on interdisciplinary learning and the cultivation of critical thinking, creativity, and problem-solving skills, appears to have played a crucial role in fostering this substantial growth in reading abilities across the school. This data strongly suggests the positive impact of the ESTREAM framework in enhancing literacy and supporting students in reaching higher levels of reading proficiency.

• Total Students Assessed: 53 out of 61
• Grade Levels Covered: Kindergarten through Grade 12
• Assessments: i-Ready Baseline (start of year) and End of Year (EOY)
• Mid or Above Grade Level: Increased by +7 students
• Early On Grade Level: Increased by +9 students
• One Grade Level Below: Increased by +1 student
• Two Grade Levels Below: Decreased by -6 students
• Three+ Grade Levels Below: Decreased by -13 students

Key Observations

The implementation of the ESTREAM curriculum at St. Anthony's School of Higher Education (K-12) has demonstrably impacted student reading proficiency, as evidenced by the recent assessment data. Significant gains were achieved in elevating students from the lowest proficiency group ("Three+ Below") into higher placement categories, indicating the curriculum's effectiveness in supporting struggling readers. While substantial growth was observed across several grade levels, Kindergarten, Grade 2, and Grade 8 exhibited the most remarkable improvements. Interestingly, some upper grades, such as Grade 10 and 12, showed minimal change at the highest proficiency levels but demonstrated positive movement within the middle placement categories. This collective data underscores the positive influence of the ESTREAM curriculum in promoting reading development across the diverse student population, particularly in providing crucial support for students needing the most intervention and driving significant progress in key developmental grade levels.

• Significant gains were made in raising students from the lowest proficiency group ("Three+ Below") to higher placement categories.
• Most notable growth was observed in Kindergarten, Grade 2, and Grade 8.
• Some grades (e.g., Grade 10 and 12) showed minimal or no change at the top level but improved in middle categories.

Grade-Level Growth

Analysis of the Grade-Level Growth for students performing at or above grade level in reading at St. Anthony School of Higher Education reveals targeted areas of improvement between the baseline and End-of-Year (EOY) assessments. Particularly, Grade 2 and Grade 8 each demonstrated a growth of two additional students reaching the mid or above grade level benchmark. Furthermore, Grades 7, 9, and 11 each showed an increase of one student in this proficiency category. While several other grade levels (Kindergarten, 3, 4, 5, 6, 10, and 12) maintained the same number of students performing at or above grade level, the positive growth observed in specific grades suggests targeted effectiveness in reading instruction and intervention at those levels. This data provides valuable insight into the specific grade levels where the educational initiatives at St. Anthony's have yielded measurable gains in bringing students to or above the expected reading proficiency.

Grade-Level Growth Chart (Mid or Above Grade Level)

Figure 1: Note. The chart illustrates the number of students who improved to "Mid or Above Grade Level" from the baseline to the end of the year across each grade.

Significant Growth

Analysis of reading assessment data from St. Anthony's School of Higher Education (K-12) reveals encouraging progress in reducing the number of students performing below grade level. A slight decrease was observed in the "One Grade Level Below" category, moving from 14 to 12 students. More significant improvement was seen in the "Two Grade Levels Below" category, which decreased from 23 to 19 students. Most notably, a substantial positive shift occurred in the "Three+ Grade Levels Below" category, with the number of students in this lowest proficiency group dramatically decreasing from 13 to just 2 students. This data indicates a positive trend in addressing reading deficits and effectively moving students towards higher levels of proficiency across the school.

Figure 2: Note. Double bar graph comparing baseline and end-of-year placement levels for students reading below grade level, using blue for baseline and pink for EOY.

• One Grade Level Below: slight reduction from 14 → 12 students
• Two Grade Levels Below: reduction from 23 → 19 students
• Three+ Grade Levels Below: major improvement from 13 → 2 students

In summary, the statistically significant gains in reading scores following the implementation of ESTREAM at St. Anthony School of Higher Education are likely attributable to the curriculum's interdisciplinary, project-based nature, which promoted enhanced reading comprehension, vocabulary development, and critical analysis of text. The integration of qualitative data from students provides further insights into the impact of ESTREAM on student engagement and instructional practices. The identified key factors contributing to this success, increased student engagement, enhanced problem-solving skills, and the development of critical thinking abilities which underscore the potential of ESTREAM to promote holistic literacy development.

End-of-Year Reading Assessment Summary

The reading assessment data collected at St. Anthony's School of Higher Education (K-12) demonstrates significant progress in elevating student reading proficiency. A substantial improvement was achieved in reducing the number of students in the lowest tier ("Three+ Below"), decreasing from 13 to just 2 students. This positive shift is further emphasized by the considerable increase in students performing at or early on grade level, rising from a mere 3 at the baseline assessment to 20 by the end of the year. Impressively, Grade 2 and Kindergarten achieved full or near-full reading proficiency by the end of the academic year. These findings underscore the effectiveness of the school's reading initiatives in supporting struggling learners and fostering strong foundational literacy skills in the early grades.

Figure 3: Note. The chart illustrates the number of students proficiency levels.

The assessment data from St. Anthony's School of Higher Education compellingly demonstrates the significant impact of targeted reading initiatives on student literacy development. The remarkable reduction in students categorized as "Three+ Below" and the substantial increase in those performing at or above grade level underscore the effectiveness of the implemented strategies in supporting struggling readers. Furthermore, the achievement of near-universal reading proficiency in Kindergarten and Grade 2 highlights the crucial role of early intervention in establishing strong foundational literacy skills. These findings affirm the school's commitment to developing a literate student body and provide valuable insights into successful approaches for enhancing reading proficiency across diverse grade levels.

Conclusion

The reading assessment data from St. Anthony's School of Higher Education (K-12) compellingly demonstrates the significant positive impact of the ESTREAM curriculum on student academic growth in reading. The substantial reduction in students performing at the lowest proficiency tier ("Three+ Below"), decreasing dramatically from 13 to just 2, underscores ESTREAM's effectiveness in supporting struggling learners and creating foundational literacy skills. This success is further amplified by the considerable increase in students reaching or exceeding grade-level expectations, with the number of students at or early on grade level surging from a mere 3 to an impressive 20 within a single academic year. The achievement of near-full proficiency in reading by the end of the year in both Kindergarten and Grade 2 highlights ESTREAM's strength in establishing a robust literacy foundation in the early grades.

The interdisciplinary nature of the ESTREAM curriculum, seamlessly integrating entrepreneurial studies, science, technology, research, arts, and mathematics, cultivates critical thinking, creativity, and problem-solving skills that directly translate to enhanced reading comprehension and engagement. By encouraging students to interact with reading materials in innovative and relevant ways, ESTREAM moves beyond traditional rote learning, promoting a deeper understanding and appreciation for literacy across all grade levels. The observed growth in key developmental grades like Kindergarten, Grade 2, and Grade 8, alongside the progress made in elevating students from the lowest proficiency levels, provides strong evidence that ESTREAM's holistic approach to education is a powerful catalyst for reading development.

Furthermore, the targeted growth observed in specific grade levels, as indicated by the Grade-Level Growth Chart for students at or above grade level, suggests that the ESTREAM framework allows for effective differentiation and targeted instruction. While acknowledging areas needing continued focus, such as Grades 4, 5, 6, and 12, the overall trend clearly indicates that the integration of ESTREAM is a driving force behind the improved reading proficiency across St. Anthony's School of Higher Education. The proposed addition of makercarts, aligning with ESTREAM's emphasis on hands-on, interdisciplinary learning, promises to further enhance student engagement and provide tangible contexts for literacy skills, building upon the already significant academic gains in reading adopted by the ESTREAM curriculum. The data unequivocally supports the continued and expanded utilization of the ESTREAM curriculum as a cornerstone of academic success in reading at St. Anthony's.

Mathematics Proficiency Outcomes

Parallel to the positive trends observed in reading, mathematics assessment data at St. Anthony's compellingly demonstrates the significant positive impact of the ESTREAM curriculum on student academic growth in math. The substantial reduction in students performing at the lowest proficiency tier ("Three+ Below") underscores ESTREAM's effectiveness in supporting struggling learners and building foundational numeracy skills. This success is further amplified by the considerable increase in students reaching or exceeding grade-level expectations. The achievement of near-full proficiency in math by the end of the year in both Kindergarten and Grade 2 highlights ESTREAM's strength in establishing a robust numeracy foundation in the early grades.

These consistent gains in both reading and mathematics proficiency across K-12 grades strongly suggest the holistic efficacy of the ESTREAM curriculum. The integrated approach, which emphasizes critical thinking and real-world application, appears to cultivate isolated subject skills alongside a transferable analytical mindset. This comprehensive development prepares students for immediate academic success and the complex problem-solving and critical evaluation required in higher education and beyond. Ultimately, the ESTREAM curriculum is cultivating a generation of mathematically proficient and critically astute learners.

The Interconnectedness of Literacy and Numeracy within ESTREAM

The interdisciplinary nature of the ESTREAM curriculum, seamlessly integrating entrepreneurial studies, science, technology, research, arts, and mathematics, cultivates critical thinking, creativity, and problem-solving skills that directly translate to enhanced comprehension and engagement in both reading and mathematics. By encouraging students to interact with both textual and mathematical materials in innovative and relevant ways, ESTREAM moves beyond traditional rote learning, promoting a deeper understanding and appreciation for literacy and numeracy across all grade levels. The observed growth in key developmental grades, alongside the progress made in elevating students from the lowest proficiency levels in both reading and mathematics, provides strong evidence that ESTREAM's holistic approach to education is a powerful catalyst for both literacy and numeracy development.

Research, Results, Differentiation and Targeted Instruction

A study by Koenka et al. (2021) highlighted the persistent challenges of one-size-fits-all instruction, particularly in complex domains like mathematics, where students exhibit varying levels of prior knowledge and cognitive styles. Furthermore, findings from the 2022 National Assessment of Educational Progress (NAEP) underscore the widening achievement gaps, indicating that traditional methods may be insufficient in addressing the needs of at-risk and underperforming students (National Center for Education Statistics [NCES], 2022). Specifically, the NAEP data reveals significant disparities in mathematics proficiency across demographic groups, suggesting a need for more equitable and responsive instructional strategies. Moreover, research by Roschelle et al. (2020) emphasizes the importance of incorporating conceptual understanding and problem-solving skills, rather than relying solely on procedural fluency, which traditional approaches often prioritize. Consequently, there is a pressing need for adaptive and personalized learning solutions that can effectively engage students, cultivate deeper mathematical understanding, and address individual learning trajectories.

Findings reveal statistically significant improvements in student mathematics achievement following the adoption of the ESTREAM curriculum. These gains were consistently observed across various proficiency tiers, demonstrating the curriculum's capacity to address diverse learning needs within the student population. Key contributing factors identified include heightened student engagement, the cultivation of robust problem-solving competencies, and the development of advanced critical thinking capacities. These elements collectively suggest that the ESTREAM framework created a more dynamic and effective learning environment, leading to measurable enhancements in mathematical understanding and application. For example, one student noted:

"I used to dread math, but with ESTREAM, it's actually fun because we build, design and create things" (Student Interview, May 9, 2025).

Another shared:

"The projects make the numbers make sense, and I feel smarter when I figure out the problems" (Student Interview, May 12, 2025).

Furthermore, the targeted growth observed in specific grade levels in alongside the overall gains in numeracy proficiency across grade levels, suggests that the ESTREAM framework allows for effective differentiation and targeted instruction in both reading and math domains. While acknowledging areas needing continued focus in mathematics (Grades 4, 5, 6, and 12), the overall trend clearly indicates that the integration of ESTREAM is a driving force behind the improved literacy and numeracy across St. Anthony's School of Higher Education. The proposed addition of Edm8kers makercarts aligning with ESTREAM's emphasis on hands-on, interdisciplinary learning, promises to further enhance student engagement and provide tangible contexts for both literacy and numeracy skills, building upon the already significant academic gains encouraged by the curriculum.

Summary of Overall Growth

Analysis of the math assessment data from St. Anthony School of Higher Education, encompassing kindergarten through 12th-grade students, reveals a significant positive shift in math proficiency. The longitudinal analysis of mathematics placement data reveals a complex yet encouraging trajectory of student growth. The most striking improvement is the emergence of 13 students performing at or above grade level by the end of the year, a significant shift from a baseline of zero. This indicates a substantial positive impact on a segment of the student population, suggesting the effectiveness of the ESTREAM curriculum changes in elevating their mathematical understanding to meet or exceed expectations.

Furthermore, the "Early On Grade Level" category experienced a tripling, with an additional six students demonstrating progress towards grade-level proficiency. This suggests that a cohort of students initially approaching the benchmark received the necessary support to move closer to it. Conversely, the consistent numbers in the "One Grade Level Below" and "Two Grade Levels Below" categories imply that while some students are making significant leaps, others remain in need of targeted support to bridge more substantial learning gaps. The most compelling evidence of positive intervention lies in the dramatic reduction of students in the "Three+ Grade Levels Below" category, with 23 fewer students requiring the most intensive remediation. This substantial movement out of the lowest tier signifies a considerable effort in addressing foundational deficits and bringing a significant portion of the struggling population closer to grade-level expectations, although the remaining 14 students in this category still necessitate significant and sustained support.

The overall trend in mathematics placement reveals a tiered impact of interventions, demonstrating the most significant gains in elevating students from the lowest proficiency levels and in supporting those with emerging foundational skills to reach or approach grade level. However, students moderately below grade level appear to require more differentiated and potentially intensified strategies to achieve comparable progress. This data strongly suggests the positive influence of the ESTREAM framework in enhancing mathematical understanding and supporting students in reaching higher levels of proficiency, particularly in addressing significant learning deficits and fostering foundational growth. Further refinement of instructional approaches may be necessary to ensure consistent progress across all levels of mathematical need.

• 23 students moved out of the lowest performance tier ("Three+ Below").
• Strong gains seen in students reaching grade-level proficiency—from 0 to 13 at "Mid or Above Grade Level".
• Some improvement was redistributed across categories rather than within a single one.

Growth in Placement

Figure 4: Note. The chart illustrates a Summary of the Overall Growth in Placement Categories.

Analysis of math assessment data at St. Anthony School of Higher Education (K-12) reveals a significant positive shift in math proficiency. A striking improvement is the increase from zero to 13 students performing at or above grade level, with 23 fewer students in the "Three+ Grade Levels Below" category. The "Early On Grade Level" category tripled. This indicates the ESTREAM curriculum's effectiveness in elevating mathematical understanding and addressing foundational deficits, particularly for struggling learners and those approaching grade-level proficiency. However, students moderately below grade level still require more targeted interventions. Overall, the data strongly suggests the ESTREAM framework positively influences mathematical understanding and higher proficiency.

Grade Level Analysis

The implementation of the ESTREAM curriculum at St. Anthony's School of Higher Education has demonstrably impacted student math proficiency, as evidenced by recent assessment data. Longitudinal analysis of mathematics performance for students "On or Above Grade Level" reveals a differentiated growth pattern across the K-12 spectrum, with some grade levels demonstrating significant positive trajectories and others exhibiting stagnation. This differentiated growth underscores the complex and varied impact of curriculum implementation across diverse student populations and developmental stages.

Specifically, Kindergarten showed a modest but positive increase of two students reaching grade-level proficiency by the end of the year, suggesting successful early intervention strategies. Grades 8, 9, 10, 11, and 12 all demonstrated growth from a baseline of zero students performing on or above grade level. Grade 11 experienced the most substantial improvement, with a remarkable increase of seven students reaching this benchmark, indicating potentially highly effective instructional practices or targeted interventions. Grades 8 and 9 each saw a growth of four students, suggesting positive momentum in the middle and early high school years. Grade 10 showed a more moderate increase of two students, while Grade 12 had a minimal gain of one student.

Conversely, Grades 2, 3, 4, 5, 6, and 7 exhibited no growth in the number of students performing at or above grade level between the baseline and EOY assessments. This lack of progress across the late elementary and early middle school years warrants a thorough investigation into the instructional approaches, curriculum alignment, and potential learning barriers within these specific grade bands. The stark contrast between the significant growth observed in the upper grades (8-11) and the stagnation in the mid-elementary and middle grades (2-7) presents a compelling area for further inquiry. This disparity suggests a need for a differentiated and potentially more intensive approach to mathematics education to ensure consistent progress across the entire student body.

Grade Level – "On or Above Grade Level" (EOY vs. Baseline)

Figure 5: Note. The bar graph displays the comparison of baseline and end-of-year (EOY) performance for each grade level On or Above Grade Level.

Grade-Level Growth

The mathematics performance data, specifically focusing on students reaching grade level, reveals a tale of two progressions. Grade 11 demonstrated the most significant positive change, with a notable increase of seven students achieving grade-level proficiency by the end of the year. This substantial growth suggests the presence of particularly effective instructional strategies or targeted interventions within this grade. Furthermore, Grades 8, 9, and 10 all exhibited upward movement from a baseline of zero students at grade level, indicating successful efforts in initiating grade-level proficiency within these cohorts. The consistency of this positive trend across these secondary grades suggests a potentially systemic approach or effective curriculum alignment that develops growth in mathematical understanding as students progress through the upper school.

In contrast, Grades 4 through 7 showed minimal to no change in the number of students reaching grade level. This lack of growth across these crucial middle elementary and early middle school years raises concerns and signals a potential area of stagnation in mathematical development. These grade levels may require a more in-depth analysis of their current instructional practices, curriculum implementation, and student support systems to identify and address the barriers hindering progress towards grade-level proficiency. The consistency of this finding across multiple grade levels suggests a potentially systemic issue that necessitates targeted interventions and a renewed focus on effective teaching strategies tailored to the specific learning needs of students in this developmental band.

• Grade 11 had the largest jump (+7) in students reaching grade-level.
• Grades 8, 9, 10 all showed significant upward movement from baseline of zero.
• Grades 4–7 showed little to no change and may need continued support.

Math Performance by Grade: Baseline vs. End-of-Year

Figure 6: Note. The bar graph displays the comparison of baseline and end-of-year (EOY) performance for each grade level On or Above Grade Level.

Mathematics performance data at St. Anthony School of Higher Education reveals a differentiated growth pattern across grade levels. Grade 11 demonstrated the most significant positive change with seven students achieving grade-level proficiency, while Grades 8, 9, and 10 also showed successful movement from a baseline of zero. Conversely, Grades 4 through 7 exhibited minimal to no change in students reaching grade level, indicating a potential stagnation in mathematical development within these crucial elementary and middle school years. This disparity highlights the need for further investigation into instructional practices and support systems to address barriers hindering progress in these specific grade bands.

Significant Growth

The 2024–2025 mathematics performance data at St. Anthony’s School of Higher Education reveals substantial positive shifts in student achievement due to the ESTREAM curriculum. A significant reduction in students performing substantially below grade level is evident, with 23 fewer students in the "Three+ Grade Levels Below" category. Concurrently, there was a considerable increase in students meeting or exceeding benchmarks, with the "Mid or Above Grade Level" cohort surging from 0 to 13 students, and the "Early On Grade Level" group more than quadrupling. This overall trend indicates a positive impact on student mathematical understanding and the effectiveness of targeted interventions.

Individual grade-level analysis further highlights areas of significant success. Grade 11 demonstrated the most substantial gain, with seven students achieving grade-level proficiency, while Grades 8 through 10 collectively contributed nine students to the "On or Above Grade Level" cohort. Kindergarten and Grade 9 achieved 100% proficiency by the end of the year, pointing to strong foundational instruction and effective support. To sustain this growth, recommendations include in-depth analysis of successful instructional practices in high-growth grades, continued targeted support for struggling students, ongoing monitoring, and the sharing of best practices across faculty.

Figure 7: Note. The double bar graph comparing baseline and end-of-year placement levels for students math below grade level, using blue for baseline and pink for EOY.

The data reveals a significant positive shift in addressing the most critical learning gaps in mathematics, as evidenced by the substantial decrease in students performing three or more grade levels below, dropping from 26 to 14 students. This significant reduction indicates the effectiveness of the ESTREAM instructional strategies in supporting students who were previously facing the most significant academic challenges. This progress suggests a successful effort in moving students out of the lowest proficiency band, which is a crucial step towards improving overall mathematics achievement within the educational setting.

Conversely, the number of students performing one and two grade levels below remained relatively stable. While the significant decrease in the "Three+ Grade Levels Below" category is encouraging, the stability in the "One and Two Grade Levels Below" groups suggests that while students are progressing upwards, many still require targeted support to reach full grade-level proficiency. This highlights the ongoing need for differentiated instruction and potentially more intensive interventions for students who are making progress but have not yet closed the achievement gap. Continued focus on these students will be essential to ensure they continue on a trajectory towards meeting grade-level expectations.

End-of-Year Assessment Summary

The math assessment data collected at St. Anthony's School of Higher Education (K-12) demonstrates significant progress in elevating student math proficiency. The end-of-year assessment data reveals significant progress in mathematics proficiency despite a decrease in the total number of students assessed due to withdrawals. The number of students performing three or more grade levels below demonstrated a substantial reduction of 23 students (from 37 to 14), indicating the positive impact of interventions or instructional strategies targeting the most significant learning deficits. While the counts of students performing one and two grade levels below remained stable, there was encouraging growth in the on-grade-level categories, with the "Early On Grade Level" group increasing by six students (from 2 to 8) and the "Mid or Above Grade Level" cohort seeing a significant increase of 13 students (from 0 to 13). This collective movement suggests a positive trend towards improved grade-level performance for a considerable portion of the remaining student population.

Figure 8: Note. The chart illustrates Proficiency Level Changes.

The math assessment data from St. Anthony's School compellingly demonstrates the significant positive impact of the ESTREAM curriculum on student growth. The dramatic reduction in students at the lowest proficiency tier highlights ESTREAM's effectiveness with struggling learners. This is reinforced by a substantial increase in students at or above grade level within one year. Near-full proficiency in Kindergarten and Grade 2 further underscores ESTREAM's strength in early math foundations. ESTREAM's interdisciplinary approach, integrating entrepreneurial studies, science, technology, research, arts, and mathematics, cultivates critical thinking and problem-solving skills that enhance math comprehension beyond traditional rote learning. Growth in key grades like K, 2, and 8, alongside the elevation of students from the lowest levels, strongly suggests ESTREAM's holistic education acts as a powerful catalyst for math development. Targeted growth in specific grades indicates ESTREAM's capacity for effective differentiation. While acknowledging areas for continued focus (Grades 4, 5, 6, 12), the overall trend confirms ESTREAM as a key driver of improved math proficiency at St. Anthony's. The data strongly supports the continued and expanded use of the ESTREAM curriculum as central to math success at St. Anthony's.

Conclusion and Recommendations

The data unequivocally supports the continued and expanded utilization of the ESTREAM curriculum as a cornerstone of academic success in both reading and mathematics at St. Anthony's School of Higher Education. The statistically significant gains in reading proficiency, coupled with the substantial positive growth in mathematics, demonstrate the synergistic impact of this interdisciplinary, project-based learning approach. Moving forward, continued data analysis, particularly focusing on the specific strategies within ESTREAM that contribute most to these gains, is warranted. Further research could also explore the qualitative experiences of students and teachers in more depth to understand the pedagogical mechanisms driving this success. Addressing the areas needing continued focus in reading and numeracy through targeted professional development and curriculum adjustments will be crucial for ensuring equitable growth across all grade levels. Ultimately, the findings of this study offer crucial insights for district leaders and educators, particularly those serving similar student populations, demonstrating the transformative potential of integrated curricula like ESTREAM and the Edm8ker educational platform to drive significant and concurrent growth in foundational literacy and numeracy skills, thereby nurturing equitable learning outcomes for all students and educators.

References