Banneker 3DE Magnet uses a range of data sources (including standardized, locally created, quantitative, and qualitative) to monitor student growth and readiness for the next level of STEM learning and/or work. The 3DE STEM program is designed to provide content specific skills as well as STEM learning experiences that will cause students to persist in STEM careers and post- secondary education. Students can develop STEM-specific skills as well as 21st-century skills such as critical thinking, problem-solving, collaboration, and communication which have been identified as necessary for success in education, life and work. In Georgia, schools are given an overall rating on the college and career ready performance index (CCRPI). This rating includes multiple measures of college and career readiness, such as earning credit through accelerated enrollment (academic or technical courses); completing pathways in a variety of fields; passing assessments used for college entry or industry credentials; or completing a work‐based learning program supervised and evaluated by an employer in a field related to the student’s program of study. For all grade levels, literacy – the ability to read and comprehend texts – and a track record of attendance are critical measures of college and career readiness. The 3DE magnet uses these same indicators to measure the college and career readiness of our graduating seniors. Our STEM program has not been in existence for a complete four years. We consistently look at local and standardized data to assess the performance of our students and will use this data as well as the results of this year’s graduating 3DE seniors to help inform our instructional focus. The strengths for this evidence include increased attendance rates, career pathway completions and industry credentials, work-based learning participation and increased scores on standardized assessments. The SAT data for this year’s 3DE cohort is not indicative of what is needed for our students to be to be successful in college and careers. Students meeting the SAT’s evidence-based reading and writing (480) and math (530) college readiness benchmarks mean they have a 75 percent chance of earning at least a C in a first semester, credit bearing college course. This year’s 3DE seniors scored 4.3 percent lower in evidence-based reading and 25 percent lower in math. However, if we consider that this year’s graduating 3DE seniors began high school four years ago at 5th and 6th grade levels, the narrative changes. The continued implementation of a comprehensive STEM program with computational thinking and learning student engagement experiences will help improve the achievement levels of students. Engaging students in STEM learning experiences and STEM environments help to create curiosity, rigor and relevance which all drive gains in achievement.