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Supporting Research 

The SmARTies STEAM Teacher Quick Kit and Resource Guide are grounded in a review of current research, policy reports, and state and national initiatives on arts integration and STEAM education. The supporting research examines how arts-integrated STEAM impacts student achievement, engagement, curiosity, and mental motivation, with evidence from quasi-experimental studies in high-poverty schools, systematic reviews of STEAM implementation, and comparative analyses of STEM versus STEAM models.​

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The tools also draw on white papers and program reports that highlight effective professional development structures, statewide STEAM initiatives, and classroom-based lesson modules demonstrating how art, science, and engineering can be authentically integrated and assessed together. References informing this work include studies and reviews by Amanova et al. (2025), Brouillette & Graham (2016), Mater et al. (2023), Yim et al. (2024), Fang (2025), Huser et al. (2020), Riley & Harris (2024), as well as guidance from organizations such as the California Department of Education, Californians Dedicated to Education Foundation, the Kennedy Center, the Institute for Arts Integration & STEAM, and multiple state and district STEAM initiatives.​

  1. Resources:

    1. Accelerate Learning. (n.d.). Measuring the impact of STEAM education. Accelerate Learning Blog. https://blog.acceleratelearning.com/measuring-the-impact-of-steam-education    

      1. The Accelerate Learning blog post "Measuring the Impact of STEAM Education" discusses the value of interactive and hands-on lesson strategies in mathematics and science, emphasizing that engaging students in active learning leads to increased interest and better educational outcomes. The article suggests that connecting math and science to real-world experiences and making activities fun can significantly improve student engagement and comprehension.

    2. Amanova, A. K., Butabayeva, L. A., Abayeva, G. A., Umirbekova, A. N., Abildina, S. K., & Makhmetova, A. A. (2025). A systematic review of the implementation of STEAM education in schools. EURASIA Journal of Mathematics, Science and Technology Education, 21(1), em2568. https://www.ejmste.com/download/a-systematic-review-of-the-implementation-of-steam-education-in-schools-15894.pdf

      1. The article by Amanova et al. (2025) provides a comprehensive systematic review of how STEAM (Science, Technology, Engineering, Arts, and Mathematics) education is implemented in schools, examining 15 empirical studies published after 2019 and analyzing their pedagogical outcomes, methods, and impacts.

    3. Art in Action. (n.d.). How Silicon Valley schools are redefining elementary art with innovation. Art in Action https://artinaction.org/blog/redefining-elementary-art-with-innovation?rq=STEAM

      1. Silicon Valley schools are transforming elementary art education by integrating standards-based curriculum with innovative teaching approaches inspired by their tech-driven environment. These educators focus on combining traditional art education standards with creativity, problem-solving, and interdisciplinary learning, encouraging both artistic expression and 21st-century skills. As a result, students experience a more engaging and relevant art program that helps prepare them for future challenges beyond the classroom.

    4. Arts Integration & STEAM. (n.d.). Certification programs. Arts Integration & STEAM.  https://artsintegration.com/certification-programs/ 

      1. Arts Integration & STEAM offers fully online, asynchronous certification programs designed for educators seeking professional growth or school-wide implementation of arts integration and STEAM practices. Their programs are accredited by IACET, granting internationally recognized CEUs, and are structured to accommodate busy schedules for both individuals and schools.

    5. Brouillette, L., & Graham, N. J. (2016). Using arts integration to make science learning memorable in the upper elementary grades: A quasi-experimental study. ArtsEdSearch. https://www.artsedsearch.org/study/using-arts-integration-to-make-science-learning-memorable-in-the-upper-elementary-grades-a-quasi-experimental-study/  

      1. Brouillette and Graham’s 2016 quasi-experimental study found that upper elementary students in high-poverty schools who received STEAM (science and arts-integrated) instruction showed significantly greater improvement in science achievement compared to those who received STEM-only curriculum.

    6. California Department of Education. (2024, June 14). Science, Technology, Engineering, Arts, and Mathematics (STEAM). https://www.cde.ca.gov/fg/fo/profile.asp?id=6239cde.ca

      1. The 2024–25 California Department of Education STEAM (Science, Technology, Engineering, Arts, and Mathematics) funding program provided grants to 15 county offices of education and one school district to develop model programs aimed at expanding STEAM educational opportunities and supporting staff in expanded learning settings.

    7. California State PTA. (n.d.). STEAM/Next Gen Science. California State PTA. https://capta.org/focus-areas/education/curriculum/stem/

      1. The California State PTA article emphasizes that STEAM education—which includes Science, Technology, Engineering, Arts, and Math—is essential for preparing young people for modern careers and civic life.

    8. Californians Dedicated to Education Foundation. (2025). California STEAM Initiatives. https://cdefoundation.org/cde_programs/steam/

      1. The Californians Dedicated to Education Foundation's 2025 California STEAM Initiatives offer a comprehensive, statewide effort to advance equity and inclusion in STEAM (Science, Technology, Engineering, Arts, Mathematics) education through professional development, major events, resources, and collaborations across California’s educational ecosystem.

    9. Dell’Erba, M. (2019). Policy considerations for STEAM education. Education Commission of the States. https://www.ecs.org/wp-content/uploads/Policy-Considerations-for-STEAM-Education.pdf

      1. Dell’Erba’s 2019 policy brief identifies key practices and policy elements for advancing STEAM education in the US, including examples of state-level coordination, funding mechanisms, and school certification models.

    10. Fang, Y. (2025). STEM vs. STEAM: A comparative analysis of student performance and engagement. Frontiers in Educational Research, 8(5), 204-213. https://francis-press.com/papers/19079  

      1. The article by Fang (2025) compares STEM and STEAM education, focusing on their impact on student performance and engagement. The analysis highlights both the strengths and challenges unique to each approach, providing evidence from recent research and student outcomes.

    11. Huser, J., et al. (2020). STEAM and the Role of the Arts in STEM. State Education Agency Directors of Arts Education https://www.nationalartsstandards.org/sites/default/files/SEADAE-STEAM-WHITEPAPER-2020.pdf 

      1. The 2020 whitepaper by Huser et al., “STEAM and the Role of the Arts in STEM,” produced by the State Education Agency Directors of Arts Education (SEADAE), argues that integrating the arts into STEM subjects—forming STEAM—is essential for fostering students’ creative thinking, real-world problem-solving, and workforce readiness.

    12. Magsamen, S., & Ross, I. (2023). Your brain on art: How the arts transform us. Random House

      1. Your Brain on Art: How the Arts Transform Us" explores the science of neuroaesthetics and illustrates how the arts influence our brains and bodies at a biological level, ultimately transforming our lives and well-being. Authors Susan Magsamen and Ivy Ross synthesize research from neuroscience, psychology, and real-world stories to explain how engaging in the arts—such as painting, dance, music, or writing—can lower stress, enhance learning, foster personal growth, and even aid physical and mental healing

    13. Mater, N., Daher, W., & Mahamid, F. (2023). The Effect of STEAM Activities Based on Experiential Learning on Ninth Graders’ Mental Motivation. European Journal of Investigation in Health, Psychology and Education, 13(7), 1229–1244. https://pmc.ncbi.nlm.nih.gov/articles/PMC10378540/  

      1. The study by Mater, Daher, & Mahamid (2023) found that STEAM activities designed around experiential learning significantly improved ninth graders’ mental motivation compared to traditional teaching methods. Both face-to-face and online STEAM approaches led to higher levels of curiosity, problem-solving ability, focus, and cognitive integration among students.

    14. Omaha Daily Record. (n.d.). The role of arts in STEM education: Exploring the STEAM approach. Omaha Daily Record https://omahadailyrecord.com/content/role-arts-stem-education-exploring-steam-approach

      1. The article appears to focus on how integrating the arts into STEM education transforms the traditional STEM model into STEAM, emphasizing creativity, innovation, and holistic learning. The STEAM approach supports the development of skills necessary for problem-solving and collaboration by encouraging students to use artistic thinking as part of technical and scientific inquiry.

    15. Riley, S. M., & Harris, T. (2024). The Impact of Arts Integration and STEAM on K-12 Education: Comprehensive Research Review. The Institute for Arts Integration and STEAM. https://artsintegration.com

      1. This research report from The Institute for Arts Integration and STEAM reviews the benefits and impacts of arts integration and STEAM approaches in K-12 education. The report finds that both methods foster equitable learning environments by allowing students access to diverse entry points into academic content. Arts integration and STEAM are teaching methods that supplement, rather than replace, core arts instruction and utilize naturally aligned curricular standards for assessment

    16. San Bernardino City Unified School District. (n.d.). S.T.E.A.M. Retrieved October 2, 2025, from https://www.sbcusd.com/departments/educational-services-division/steam

      1. The San Bernardino City Unified School District (SBCUSD) implements STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, along with robotics and computer science, across all grade levels and integrates these subjects within the district-wide curriculum.

    17. Smith, R. F. (n.d.). STEAM vs. STEM: Understanding the Difference. Robert F. Smith Blog. https://robertsmith.com/blog/steam-vs-stem/#steam-vs.-stem-pros-and-cons

      1. STEAM education expands on STEM by integrating arts with science, technology, engineering, and mathematics to promote creativity and holistic learning alongside analytical skills. This approach encourages students to think critically and solve problems from multiple perspectives, preparing them for diverse career paths and real-world challenges.

    18. The Kennedy Center. (n.d.). Growing from STEM to STEAM. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/educators/advocacy/growing-from-stem-to-steam/

      1. The Kennedy Center’s “Growing from STEM to STEAM” focuses on the integration of arts into traditional STEM (science, technology, engineering, and math) education, advocating for a STEAM model that encourages creative thinking, innovation, and interdisciplinary learning. The article explains that including the arts helps develop important neural networks that enhance understanding in both scientific and artistic disciplines. Project-based and hands-on learning environments are highlighted as key components, allowing students to experiment and revise their work, fostering persistence and deeper knowledge. The approach also emphasizes equity by providing expanded access to science and math fields, especially for traditionally underrepresented students. Overall, the Kennedy Center argues that merging arts and sciences nurtures creativity, innovation, and problem-solving skills essential for today’s workforce.

    19. Tomlinson-Clarke, S. M., Lattimer, P. E., Spicer, W., Gardella, J., Faber, R., Franco, A., & Jack, J. (2021). STEAM Consortium: Integrating the Arts into STEM and Common Core Curricula. Rutgers Graduate School of Education. https://gse.rutgers.edu/wp-content/uploads/2021/06/Rutgers-STEAM-Consortium-White-Paper.pdf

      1. The Rutgers STEAM Consortium White Paper details a professional development initiative aimed at integrating arts into STEM (Science, Technology, Engineering, Mathematics) curricula, transforming it into STEAM. Supported by the Geraldine R. Dodge Foundation and led by Rutgers Graduate School of Education, the program partnered teaching artists (dance, theatre, and visual arts) with elementary and middle school teachers from multiple New Jersey school districts. The paper presents a year-long professional development model where teachers worked collaboratively to develop and deliver lessons that connect art with science, technology, and mathematics, closely aligning with Common Core and state standards. The report highlights numerous lesson modules, spotlights on classroom practices, assessment approaches, and critical reflections from participating teachers, emphasizing the value of creativity, collaboration, and inquiry-based learning for student engagement and achievement. The initiative underscores the importance of arts integration for fostering 21st-century skills, enhancing student motivation, and supporting equity in learning opportunities, especially among diverse student populations.

    20. Turnaround Arts: California. (n.d.). Arts education and arts integration resources / lesson plans. Turnaround Arts: California. https://turnaroundartsca.org/arts-education-and-arts-integration-resources-lesson-plans/  

      1. Turnaround Arts: California offers a curated selection of digital resources, lesson plans, and professional development tools to help educators integrate arts across academic subjects and support student development.

    21. U.S. Department of Education. (n.d.). YOU Belong in STEM. https://www.ed.gov/about/initiatives/you-belong-stem

      1. The "YOU Belong in STEM" initiative from the U.S. Department of Education aims to strengthen and expand STEM education nationwide, with particular focus on equity, educator support, and inclusive access for students in diverse environments.

    22. Yim, I. H. Y., Su, J., & Wegerif, R. (2024). STEAM in practice and research in primary schools: a systematic literature review. Research in Science & Technological Education, 1–25. https://doi.org/10.1080/02635143.2024.2440424

      1. STEAM education in primary schools is gaining traction globally, but faces ongoing challenges with its conceptual clarity, implementation, and assessment. The systematic literature review by Yim, Su, & Wegerif (2024) analyzes 19 empirical studies to provide an up-to-date overview of how STEAM is practiced and researched at the primary level, with special attention to its purposes, content, theory, pedagogy, assessment, and learning outcomes.

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