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What is Project Lead The Way

A New Design for High School Career/Technical Studies Gene Bottoms Senior Vice President gene.bottoms@sreb.org. What is Project Lead The Way. It is a coherent program of academic and pre-engineering studies for students to: Understand engineering problem solving

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What is Project Lead The Way

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  1. A New Design for High School Career/Technical StudiesGene BottomsSenior Vice Presidentgene.bottoms@sreb.org

  2. 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 PLTW Research -- SC 2005

  3. Special Features of PLTW Pre-engineering Program of Studies • Four years of mathematics – Algebra I and higher • Three years of lab science • Standards-based sequence of courses with guides • Required two weeks of training to teach each course PLTW Research -- SC 2005

  4. Special Features of PLTW Pre-engineering Program of Studies • Teachers are taught project-based learning strategies • Upgraded labs, materials and supplies • End-of-course exams • Training for counselors PLTW Research -- SC 2005

  5. Do 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? PLTW Research -- SC 2005

  6. Two Different Comparisons • Career/technical students from high-tech fields • All career/technical students • Match on the basis of: • Gender • Ethnicity • Race/ethnics • Parent education level PLTW Research -- SC 2005

  7. Student Demographics for All PLTW Students and CTE Comparison Groups PLTW Research -- SC 2005

  8. 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. Comparison 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. Comparison 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 ≤ .05based on the on the t test. PLTW Research -- SC 2005

  11. Are PLTW students more likely to take higher-level mathematics and science courses than other students? PLTW Research -- SC 2005

  12. Comparison of PLTW Students’ Course-taking Patterns to Other Career/Technical Students Source: Special analyses of 2004 HSTW Assessment data. PLTW Research -- SC 2005

  13. 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. PLTW Students’ Mean Mathematics and Science Scores by College-preparatory Mathematics and Science Courses Completed Source: Special analyses of 2004 HSTW Assessment data. PLTW Research -- SC 2005

  15. Percentages of PLTW Students Scoring at Each Proficiency Level by Completion of Mathematics and Science Curriculum Source: Special analyses of 2004 HSTW Assessment data. PLTW Research -- SC 2005

  16. Do PLTW students experience more engaging instruction in mathematics and science classes and across the curriculum? PLTW Research -- SC 2005

  17. Percentages of Students Having Moderate or Intensive Emphasis on Literacy, Numeracy and Science Source: Special analyses of 2004 HSTW Assessment data. PLTW Research -- SC 2005

  18. HSTW 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 PLTW Research -- SC 2005

  19. HSTW Key Indicators of Emphasis on Engaging Mathematics Instruction Students reported: • Completing a mathematics projectat 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 assignmentsat least monthly PLTW Research -- SC 2005

  20. HSTW 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 areasat least monthly PLTW Research -- SC 2005

  21. HSTW 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. HSTW 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 sinksat least weekly. • Reading an assigned book or article dealing with science at least monthly PLTW Research -- SC 2005

  23. HSTW 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 assignmentat least monthly • Preparing a written report of lab results in science at least monthly PLTW Research -- SC 2005

  24. HSTW 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. HSTW 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 PLTW Research -- SC 2005

  26. HSTW 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 classesat least monthly PLTW Research -- SC 2005

  27. HSTW 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 PLTW Research -- SC 2005

  28. Do PLTW students have a richer set of learning experiences in their career/technical courses? PLTW Research -- SC 2005

  29. Percentages of Students Having a Moderate or Intensive Emphasis on Quality Career/Technical Studies Source: Special analyses of 2004 HSTW Assessment data. PLTW Research -- SC 2005

  30. HSTW 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. HSTW 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. HSTW 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 PLTW Research -- SC 2005

  33. HSTW 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 PLTW Research -- SC 2005

  34. Key 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. Key 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 PLTW Research -- SC 2005

  36. What 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. PLTW Research -- SC 2005

  37. What 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. PLTW Research -- SC 2005

  38. 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. PLTW Research -- SC 2005

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