There has long been a need for a larger body of data supporting the difference in achievement among students educated in an environment rich in the arts. The 21st century has seen an emphasis on Science, Technology, Engineering, and Math (STEM) education to prepare students for future jobs in STEM fields. Global competition for technological advancement and commerce has fueled national funding for advancement in STEM. The arts are included in the STEAM equation to access the 21st century academic benefits of transdisciplinary learning. These benefits include innovation, creativity, critical thinking, and social skills such as communication and collaboration. Attracting students to engage in STEM coursework and preparing students for future careers in STEM also supports the addition of "A" in STEAM. This study provides data showing academic differences in achievement among students enrolled in schools using STEAM and those using STEM. In 2015, the Academic College Test (ACT) added a student readiness benchmark test score for STEM. The ACT STEM Benchmark score was added to determine achievement showing higher education and career readiness for STEM fields. The STEM benchmark proved to be a valuable tool to access data showing a significant increase in achievement of students learning in STEAM environments for this study versus those who were using STEM. Due to the beginning of the COVID-19 global pandemic in 2020, the four years used in the study spanned from the ACT STEM Benchmark inception of 2015 through ACT test scores reported in 2019 and ensured data remained both reliable and valid. The study included longitudinal data over four years, showing ACT STEM Benchmark averages between schools designated as STEAM by using previous research defining the nine components of an effective STEAM school and those using STEM. The DESE database was used to collect data from comparable school districts that reported ACT test scores. The study explored the benefits of an arts-rich STEAM education, as determined by the conceptual and theoretical underpinnings of 21st Century Learning and John Dewey's pragmatic approach to progressive education using inquiry-based, socially interactive learning. Dewey's theories align with the four Cs of 21st century education, which include communication, collaboration, critical thinking, and creativity. This study fills a gap in research by providing current and relevant data to support student learning enhanced by creativity and the arts in STEAM schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]