what is project lead the way
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A New Design for High School Career/Technical Studies Gene Bottoms Senior Vice President [email protected]. What is Project Lead The Way. It is a coherent program of academic and pre-engineering studies for students to: Understand engineering problem solving - PowerPoint PPT PresentationTRANSCRIPT
Southern
Regional
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HSTW
A New Design for High School Career/Technical Studies
Gene BottomsSenior Vice President
PLTW Research -- SC 2005 2
Southern
Regional
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What is Project Lead The Way
It is a coherent program of academic and pre-engineering studies for students to:
Understand engineering problem solving Understand how technological systems
work with other systems Use mathematics knowledge and skills Communicate effectively Work with others
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Southern
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HSTWSpecial Features of PLTW Pre-
engineering Program of Studies
Four years of mathematics – Algebra I and higher
Three years of lab scienceStandards-based sequence of
courses with guidesRequired two weeks of training to
teach each course
PLTW Research -- SC 2005 4
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HSTWSpecial Features of PLTW Pre-
engineering Program of Studies
Teachers are taught project-based learning strategies
Upgraded labs, materials and supplies
End-of-course examsTraining for counselors
PLTW Research -- SC 2005 5
Southern
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HSTWDo PLTW Features Matter?
Do PLTW students have higher achievement?
Are PLTW students more likely to take higher-level mathematics and science courses?
Does taking more mathematics and science courses improve achievement?
Do PLTW students have higher quality career/technical instruction?
Do PLTW students receive better mathematics/science instruction?
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Two Different Comparisons
Career/technical students from high-tech fields
All career/technical students Match on the basis of:
GenderEthnicityRace/ethnicsParent education level
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HSTWStudent Demographics for All PLTW
Students and CTE Comparison Groups
Group Male Female White African-American
Other Ethnicities
Students Whose Parents Attended College
All PLTW 76% 24% 64% 24% 12% 69%
CTE Compar-ison Groups
76 24 64 24 12 69
Source: Special analyses of 2004 HSTW Assessment Data
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Southern
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DO PLTW students in the HSTW network have significantly higher achievement in reading, mathematics and science on a NAEP-referenced assessment than other students in the network?
PLTW Research -- SC 2005 9
Southern
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HSTWComparison of PLTW Students’ Mean Scores to a Random Sample of CTE
Students from Similar Fields
Source: Special analyses of 2004 HSTW Assessment data.
The difference in the mean scores for mathematics between the two groups is significant at p ≤ .05 on the t test.
PLTW Research -- SC 2005 10
Southern
Regional
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HSTWComparison of PLTW Students’ Mean Scores
to a Random Sample of All CTE Students
Source: Special analyses of 2004 HSTW Assessment data.
The difference in the reading and mathematics mean scores between the two groups are significant at p ≤ .001, and the difference in the science mean score is significant at p ≤ .05 based on the on the t test.
PLTW Research -- SC 2005 11
Southern
Regional
Education
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HSTW
Are PLTW students more likely to take higher-level mathematics and science courses than other students?
PLTW Research -- SC 2005 12
Southern
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HSTWComparison of PLTW Students’ Course-taking Patterns to Other
Career/Technical Students
79%
63%59%
41%
57%44%
4 Years of Mathematics 4 Years of Science
PLTW Students CTE Students - Similar Fields
CTE Students - All FieldsSource: Special analyses of 2004 HSTW Assessment data.
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How do PLTW students who complete four years of college-preparatory mathematics and science perform compared with PLTW students who do not complete four years of college-preparatory mathematics and science?
PLTW Research -- SC 2005 14
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HSTWPLTW Students’ Mean Mathematics and Science Scores by College-preparatory
Mathematics and Science Courses Completed
317
294
309
294
Completed 4 Years Did Not Complete 4 Years
Mathematics Science
Source: Special analyses of 2004 HSTW Assessment data.
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HSTWPercentages of PLTW Students Scoring at Each Proficiency Level by Completion of
Mathematics and Science Curriculum
Below Basic
Basic Proficient and Above
Completed 4 Years of CP Math
18% 41% 41%
Did Not Complete 4 Years of CP Math
42 48 10
Completed 4 years of CP Science
30 29 42
Did Not complete 4 years of CP Science
43 22 35
Source: Special analyses of 2004 HSTW Assessment data.
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Do PLTW students experience more engaging instruction in mathematics and science classes and across the curriculum?
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Southern
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HSTWPercentages of Students Having Moderate or Intensive Emphasis on Literacy,
Numeracy and Science
54%
70%76%
44%
61%68%
42%
57% 61%
Literacy Numeracy Science
PLTW StudentsCTE Students - Similar FieldsCTE Students - All Fields
Source: Special analyses of 2004 HSTW Assessment data.
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Southern
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HSTWHSTW Key Indicators of Emphasis on
Engaging Mathematics Instruction
Students reported:
Taking mathematics senior year
Taking 4 full-year courses in mathematics
Being shown how mathematics concepts are
used to solve real-life problems sometimes or
often
Using graphing calculators to complete
mathematics assignments at least monthly
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Southern
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HSTWHSTW Key Indicators of Emphasis on
Engaging Mathematics Instruction
Students reported:
Completing a mathematics project
at least monthly
Defending orally a process they used to solve
a mathematics problem at least monthly
Working with one or more students on
challenging mathematics assignments
at least monthly
PLTW Research -- SC 2005 20
Southern
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HSTWHSTW Key Indicators of Emphasis on
Engaging Mathematics Instruction
Students reported:
Working in groups to brainstorm how to solve a
mathematics problem at least monthly
Solving mathematics problems with more than
one answer at least monthly
Using mathematics to complete challenging
assignments in career/technical areas
at least monthly
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Southern
Regional
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HSTWHSTW Key Indicators of Emphasis on
Engaging Science Instruction
Students reported:
Completing any 3 of the following science
courses: CP physical science, CP
biology/Biology II, anatomy, CP chemistry,
physics or Advanced Placement science
Being shown how scientific concepts are
used to solve problems in real life often
PLTW Research -- SC 2005 22
Southern
Regional
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HSTWHSTW Key Indicators of Emphasis on
Engaging Science Instruction
Students reported:
Taking a science class in their senior year
Using science equipment to do science
activities in a lab with tables and sinks
at least weekly.
Reading an assigned book or article dealing
with science at least monthly
PLTW Research -- SC 2005 23
Southern
Regional
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HSTWHSTW Key Indicators of Emphasis on
Engaging Science Instruction
Students reported:
Using science equipment to do science
activities in a classroom at least monthly
Working with one or more students on a
challenging science assignment
at least monthly
Preparing a written report of lab results in
science at least monthly
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Southern
Regional
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HSTWHSTW Key Indicators of Emphasis on Literacy
Students reported:
Using word processing software to complete
an assignment or project often
Revising their essays or other written work
several times to improve their quality often
Using in-depth explanations about a class
project or activity sometimes or often
PLTW Research -- SC 2005 25
Southern
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HSTWHSTW Key Indicators of Emphasis on Literacy
Students reported:
Discussing or debating with other students
about what they read in English/language arts
classes at least monthly
Reading and interpreting technical books or
manuals to complete assignments in their
career/technical area at least monthly
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Southern
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HSTWHSTW Key Indicators of Emphasis on Literacy
Students reported:
Reading an assigned book outside of class at
least monthly
Spending two or more hours reading non-
school related materials outside of class in a
typical week
Completing short writing assignments of one
to three pages in their English classes
at least monthly
PLTW Research -- SC 2005 27
Southern
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HSTWHSTW Key Indicators of Emphasis on Literacy
Students reported:
Completing short writing assignments of
one to three pages in their science classes
at least monthly
Completing short writing assignments of
one to three pages in their social studies
classes at least monthly
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Southern
Regional
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HSTW
Do PLTW students have a richer set of learning experiences in their career/technical courses?
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Southern
Regional
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HSTWPercentages of Students Having a Moderate or Intensive Emphasis on Quality
Career/Technical Studies
64%54% 52%
Quality CTE Students
PLTW StudentsCTE Students - Similar FieldsCTE Students - All Fields
Source: Special analyses of 2004 HSTW Assessment data.
PLTW Research -- SC 2005 30
Southern
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HSTWHSTW Key Indicators of Quality Career/Technical Studies
Students reported:
Spending one hour or more reading non-
school-related materials in a typical week
Using mathematics to complete challenging
assignments in career/technical areas at
least weekly
Reading and interpreting technical books
and manuals to complete career/technical
assignments at least weekly
PLTW Research -- SC 2005 31
Southern
Regional
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HSTWHSTW Key Indicators of Quality Career/Technical Studies
Students reported:
Reading a career-related article and
demonstrated understanding of the content at
least monthly
Using computer skills to do assignments in
career/technical studies at least monthly
Having challenging assignments in
career/technical classes at least monthly
PLTW Research -- SC 2005 32
Southern
Regional
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HSTWHSTW Key Indicators of Quality Career/Technical Studies
Students reported:
Completing a project that first required some
research and a written plan
Having to meet certain standards on a written
exam to pass a course
Being required to complete a senior project
that included researching a topic, creating a
product or performing a service and
presenting it to the class or others
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Southern
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HSTWHSTW Key Indicators of Quality Career/Technical Studies
Students reported:
Speaking with or visiting someone in a
career to which they aspire
Spending 30 minutes or more each day on
homework assigned by career/technical
teachers
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Southern
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HSTWKey Findings
PLTW Students:
Have significantly higher achievement in
mathematics on a NAEP-referenced
assessment than students from comparable
fields
Have significantly higher achievement in
reading, mathematics and science than
similar CT students
PLTW Research -- SC 2005 35
Southern
Regional
Education
Board
HSTWKey Findings
PLTW Students:
Complete significantly more higher-level
mathematics and science courses
Were enrolled in classes that engage
them in challenging assignments
Experienced higher-quality
career/technical classes
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Southern
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HSTWWhat lessons can we apply to
other career fields?
Invest in high-quality curriculum materials.
Require training for teaching each course.
Use end-of-course exams.
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Southern
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HSTWWhat lessons can we apply to
other career fields?
Define sequences of mathematics and science courses required.
Train counselors.
Develop university alliance.
Require modern labs and supplies.
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Southern
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What can PLTW do to improve?
Stress completion of four years each of mathematics and science.
Train PLTW mathematics and science teachers to do integrated projects.
Improve quality of mathematics and science instruction.
Train PLTW on reading and writing for learning.