Research, Evaluation, and Publications

Research, evaluation, and assessment studies are integral to the development of the Engineering is Elementary® curriculum and demonstration of its efficacy. From its inception, EiE has been dedicated to creating world-class materials through multiple cycles of research, development, testing, and improvement.

EiE is committed to publishing all research produced by or about EiE, including reports to funders, conference papers, journal articles, and position papers. We also include reports by our external evaluators: Horizon Research, Campbell-Kibler Associates, and Davis Square Research Associates.

Additionally, a number of organizations use EiE curriculum materials in their own research, evaluation, and advocacy work. With their permission, we link to their publications as well and encourage you to visit their websites.

Executive Summary of Research

Children who use EiE perform significantly better than control group students on questions about engineering, technology, and science.
Children who use EiE are more likely than control group students to indicate that they are interested in engineering as a career.
Interest, engagement, and performance of students from groups historically underrepresented in engineering are enhanced when participating in EiE as compared to science or school in general:
- Females
- Historically underrepresented racial & ethnic minorities
- Students with an IEP
- Students from low-income families
- English language learners

For more information, see:

Cunningham, C. M., Lachapelle, C. P., & Hertel, J. (2012). Research and evaluation results for the Engineering is Elementary project: An executive summary of the first eight years. Boston, MA: Museum of Science. Link Publication by

Research Questions

A sampling of our current research questions includes:

What do students know about engineering and technology?
How does the EiE curriculum affect what students know about engineering and technology?
How does the EiE curriculum affect students’ understanding of related science and mathematics topics?
How does the EiE curriculum affect students’ attitudes towards STEM activities and careers?
How does the EiE curriculum impact the understanding and attitudes of female students, students of color, low-income students, and other populations underrepresented in STEM fields?
How does EiE professional development affect teachers’ pedagogy for STEM topics?
How does EiE professional development affect teachers’ attitudes towards teaching engineering and technology in their classrooms?