The purpose of this quantitative causal comparative study was to ascertain the effectiveness of the integrated Science Technology Engineering and Mathematics (STEM) program on student achievement scores in Jamaica. This study utilized archival student examination data from 3 years and 2 inner-city high schools, 1 STEM and 1 non-STEM. The study was guided by 3 quantitative research questions with 2 independent variables, school type and gender, and 1 dependent variable, examination scores. The research questions focused on interactions among examination scores, gender, and school type. They also examined differences between males and females, and differences between a STEM and a non-STEM program. A 2-way ANOVA was utilized for the 3 research questions. The results indicated that there were interactions among Caribbean Secondary Examination Certificate (CSEC) scores, gender, and school type. There was also a difference in CSEC scores between males and females. The results of the study also showed that there were differences between a STEM program and a non-STEM program. For the 3 research questions, the results supported the alternate hypotheses, as there were interaction and differences. The results of this study demonstrated that the STEM program has the potential to influence academic scores in Jamaica on a wider scale. Therefore, the utilization of scarce tax payers' dollars to fund the STEM program is showing some evidence of added value.