BreakThru
Connect. Learn. BreakThru.
Theory of Change
BreakThru has established a method in which change is intended for this project. The goal of
this project is to increase students with disabilities participation and persistence into STEM
undergraduate and graduate programs. This theory of change is broken down into 4 sections:
Planned Program Inputs, Observable Program Outputs, Internal Program Outputs and
Intended Program effect. The first 3 sections are closely related and will ultimately lead to the
final outcome being the Intended Program effect where students actually follow through and
succeed in STEM undergraduate and graduate programs.
Planned Program Inputs include: Recruitment, Mentorship, STEM Learning and Support
Observable Program Outputs include: Classroom Support for Students with Disabilities
Internal Program Outputs include: Self-Advocacy, Self-Determination, Networking, Math and
Science Anxiety
The following categories are broken down into the definitions and the methods of measuring
success:
1. Classroom Support Defined and Measured:
Defined: Observable changes in the classroom operationalized as: increased use of
accommodations; application of UDL; and STEM evidence-based practices;
Measured: Mentor/Mentee survey (Hannafin rubric); Teacher Faculty Survey; Longitudinal
Study; Student achievement
2. Internal Program Outputs:
Defined: Affective characteristics of each participant which, when modified, may increase
their chances of persistence in STEM
Self-Advocacy: Science Self Concept; Self Determination: General Self Efficacy Scale;
Networking: White, Altschuld, & Lee; Science Anxiety: Science Anxiety Scale
3. Increased Participation in STEM:
Defined: More students participate in STEM secondary and post-secondary courses
Measured through increased SwD enrollment in STEM and increased # SwD majors;
increased # of STEM graduates among SwDs
4. Intent to Persist Defined and Measured:
Defined: Student progression to the next stage (e.g. college or grad school)
Measured: Intentions to persist scale using either our own or Prenzel’s
5. Concrete Steps to Persist Defined and Measured:
Ask students at transition points (HS – college; college -- grad school) for specific steps they
are taking such as applications, exams taken (SAT, GRE, etc.)
BreakThru is hoping that both Observable Program Outputs as well as Internal Program Outputs
will encourage and open the opportunity for students with disabilities to increase participation
in STEM classes/majors that will lead to concrete steps to persist which in turn will result in
students’ actual persistence in undergraduate and graduate programs.