Consequential STEM experiences in informal settings can address issues of equity by fully engaging historically marginalized high school students in complex socio-scientific issues. This study demonstrates that students make significant gains, in the short and long term, through in-person and remote informal programs ranging between 22-h and 320-h. Progress across STEM learning constructs is attributed to authentic research experiences, students' connections to STEM professionals, direct hands-on participation in projects, and group work. Research-based informal STEM programs can be implemented with minimal resources, can maintain effectiveness while scaling, and work towards addressing the societal challenge of improving STEM learning and outcomes for high school students from historically marginalized communities.

Claudia McLaughlin Ludwig, Rebecca A. Howsmon, Shelley Stromholt, Jacob J. Valenzuela, Rachel Calder, Nitin S. Baliga