Does PLTW Make a Difference?

2. Question … Does PLTW Make a Difference?

3. The State of the Nation “… We projects an annual need of 400,000 college graduates in STEM majors to remain competitive in the global marketplace.” National Business Roundtable

4. The State of the Nation “ … Of the 4 million 9th graders who began their high school careers in 2004, only 4% (167,000) will graduate in 2012 with a bachelors degree in a STEM major.” National Center for Education Statistics

5. NATION’S LEADING PROVIDER OF STEM EDUCATION Programs are dynamic, rigorous, and use open-ended problems to emphasize creativity The curriculum offers students real world problem solving andcritical thinking skills Programs Students are highly engaged and exposed to areas of study which they do not typically pursue in high school & middle school They provide students with a strong foundation and a proven pathto college and career success

6. PLTW Network The PLTW Network of Partners

7. PLTW’s Three Key Elements: Curricula - Rigorous and Relevant • Middle and High School Engineering and Biomedical Sciences courses (with college credit options) that use problem-based learning. Professional Development – • High-Quality, Rigorous, Continuing, and Course-specific teacher training. Partnerships – • Secondary Schools, Higher Education, Business and Industry, & State Agencies.

8. The Facts More than 4,200 schools in all 50 states and the District of Columbia Over 10,500 teachers trained More than 100 University relationships, including Duke University, University of Iowa, California State University & MSOE Partnerships with Fortune 100 and 500 companies, and forward-thinking philanthropic organizations, including Autodesk, Bemis, Intel, John Deere, General Electric and The Kern Family Foundation Across the Nation

9. PLTW Schools – Continental US

11. Professional Development

12. An intensive and comprehensive training program for teachers Readiness Training: Self-Assessment and Pre-Core Training Core Training: Two-week Core Training that PLTW teachers are required to complete before teaching a PLTW course. On-going Training: Virtual Academy for Teachers, which provides detailed materials for each lesson in every PLTW course; many videos of PLTW Master Teachers teaching actual PLTW lessons; and, collaboration tools, including forums for teachers. Professional Development

13. Curriculum

14. Middle School Gateway To Technology

15. Gateway To Technology MS • Design and Modeling • Solid modeling software introduces students to the design process. • Automation and Robotics • Students trace the history, development, and influence of automation and robotics. • Energy and the Environment • Students investigate the importance of energy in our lives and the impact that using energy has on the environment. • Flight and Space • Aeronautics, propulsion, and rocketry. • Science of Technology • Impact of science on technology throughout history. • Magic of Electrons • Students unravel the mystery of digital circuitry.

16. Gateway To Technology MS Gateway To Technology - 6 Units • Middle School curriculum (grades 6-8) • 45 instructional days per unit • 1 ½ years of curriculum • Two required units • Design and Modeling • Automation and Robotics

17. High School Pathway To Engineering

18. Pathway To Engineering HS • Introduction to Engineering Design (IED) • 3D computer modeling software; study of the design process • Principles of Engineering (POE) • Exploration of technology systems and engineering processes

19. Digital Electronics (DE) Use of computer simulation to learn the logic of electronics Aerospace Engineering (AE) Aerodynamics, astronautics, space-life sciences, and systems engineering Biotechnical Engineering (BE) Biomechanics, genetic engineering, and forensics. Civil Engineering and Architecture (CEA) Students collaborate on the development of community-based building projects Computer Integrated Manufacturing (CIM) Robotics and automated manufacturing; production of 3-D designs. Engineering Design and Development (EDD) Teams of students, guided by community mentors, research, design, and construct solutions to engineering problems. Pathway To Engineering HS

20. Pathway To Engineering HS Pathway To Engineering - 8 Courses • High school curriculum (grades 9-12) • 175 instructional days per course • 8-Course offering • Introduction to Engineering Design • Principles Of Engineering • Digital Electronics • Aerospace Engineering • Biotechnical Engineering • Civil Engineering & Architecture • Computer Integrated Manufacturing • Engineering Design & Development

21. High SchoolBiomedical Sciences

22. Biomedical Sciences HS • Principles of the Biomedical Sciences (PBS) • Study of human body systems and health conditions • Human Body Systems (HBS) • Exploring science in action, students build organs and tissues on a skeletal manikin and play the role of biomedical professionals to solve medical mysteries. • Medical Interventions (MI) • Investigation of interventions involved in the prevention, diagnosis and treatment of disease. • Biomedical Innovation (BI) • Students design innovative solutions for the health challenges of the 21st century

23. S T E M Pre-Calculus Capstone Course Science Elective 12 Algebra 2 Specialization Course Chemistry 11 Geometry Foundation Course Physics 10 Algebra Foundation Course Biology 9

24. Research and Evaluation

25. Questions Asked • Why the focus on studying PLTW programs. • Fastest growing STEM programs in the country • Public and private sector is investing in PLTW • School reform • Research questions • Demographic and achievement factors • Academic impact and Student engagement • Impact on subgroups; Gender/Race-Ethnicity • Completion of High School/ College Ready • Transition to Higher Education/College persistence • Completion of college/Impact to the future workforce • Methodology used within research of PLTW

26. Types of Research Studies Regional data (SREB) Statewide studies (Iowa) School & District level studies (Milwaukee Public Schools, WI and Galt High School, CA Institutions of Higher Education (MSOE)

27. Iowa Evaluation Study Data Sources & Methods 1: Iowa Dept. of Ed. K-12 Data; 2: Community College MIS  3: Regent University Partnership; 4: National Student Clearinghouse A part of a large-scale, statewide research project PLTW and non-PLTW students who graduated from high schools in Iowa in 2009 Data sources

28. Data Sources & Methods

29. Hypothetical Model Demographic Characteristics Ethnicity Gender Free/Reduced Lunch Gifted/Talented Academic Backgrounds ITED Math & Science Scores Grades of HS Courses Status of PLTW Participation Transition to Higher Ed No College 2-year College 4-year College Selection Bias

30. Imbalance – Demographics

31. Imbalance – 8th Grade ITS Scores

32. Propensity Scores τ = φ(α + βX + ε) Race/Ethnicity Free/Reduced Lunch IEP / Section 504 Gifted & Talented 8th Grade ITBS subtest in Math, Science, & Reading

33. Iowa Study–Comparison of Cohorts

34. Research Findingsfrom Selected Studies

35. Academic Engagement/Attainment Significantly more PLTW students met the readiness goals on the 2008 HTW Assessment tests in reading, math and science. (Southern Region Educational Board Report), 2009

36. Academic Engagement/Attainment PLTW students demonstrate significant gains (5.2 points) in math and science between 8th and 11th grade standard tests compared to the control group of non-PLTW students. (State of Iowa Report, 2011) PLTW students do significantly better in math and modestly better in reading. (Evaluation of PLTW in Rockwell sponsored Milwaukee Public Middle Schools , 2011)

37. Academic Engagement/Attainment “Project Lead the Way has been an effective program during the past three years at narrowing the achievement gap for Hispanic/ Latino students in all four core areas.” (Analysis of Student Achievement and Programs, Galt Joint Union High School , 2007) PLTW students that begin middle school, 6th grade, with lower proficiency in math, reading and science and lower attendance rates than the control group of non-PLTW students were able to eliminate the achievement gap by 8th grade. (University of Wisconsin, Milwaukee Report , December 2009)

38. Academic Engagement/Attainment PLTW students enroll in more math and science courses than the control group of non-PLTW students. (State of Iowa Report, 2011) PLTW students take more math credits than the control group of non-PLTW students. (Evaluation of PLTW in Rockwell sponsored Milwaukee Public Middle Schools, 2011 ) PLTW students enroll in more Math and Science course than non-PLTW students. (Evaluation of PLTW in Toppenish High School, Spokane WA, 2011 ) Overall enrollment in upper level Math and Science courses increase between 2010-2012. (Evaluation of PLTW in Toppenish High School, Spokane WA, 2011 )

39. Iowa Evaluation Study Ex-post – Course Taking in HS

40. Academic Engagement/Attainment PLTW students enroll in more math and science courses than the control group of non-PLTW students. (State of Iowa Report, 2011) PLTW students take more math credits than the control group of non-PLTW students. (Evaluation of PLTW in Rockwell sponsored Milwaukee Public Middle Schools, 2011 ) PLTW students enroll in more Math and Science course than non-PLTW students. (Evaluation of PLTW in Toppenish High School, Spokane WA, 2011 ) Overall enrollment in upper level Math and Science courses increase between 2010-2012. (Evaluation of PLTW in Toppenish High School, Spokane WA, 2011 )

41. Evaluation Study Toppenish HS, Spokane DATA- Change in Enrollment in Science Classes 2010-2012

42. Evaluation Study Toppenish HS, Spokane DATA- Change in Math Enrollment 2010-2012

43. Academic Engagement/Attainment Student survey yield highly favorable evaluations of their PLTW experience when rated against prior math/science classes, increased interested in math/science, more math/science classes, school, (Evaluation of PLTW in Rockwell sponsored Milwaukee Public Middle Schools, 2011)

44. Transition/Retention in Higher Ed. A higher percentage of PLTW students transitioned to higher education immediate after graduation. PLTW seems to “cause” an increase in students attending community college, but not 4-year universities. PLTW students are 60 percent more likely to transition to 2-year colleges compared to a control group of non-PLTW students. (2011 State of Iowa Report) In 2006-2007, first-year retention (freshmen to sophomore) was 76% (76% stayed with their declared major). In contrast, 100% of Milwaukee Schools of Engineering’s PLTW students remained in their declared major. (Milwaukee School of Engineering 2008 Report)

45. Implications PLTW students comprise the middle to upper spectrum of the student population Correlation between PLTW and a students academic attainment in both Math and Science Causal interpretation of PLTW’s impact on college transition. PLTW research adds to the growing body of literature on the effectiveness of PBL. To the extent evaluated, PLTW seems to partially achieve a goal of increasing postsecondary attainment.

46. Questions Ken Maguire, Ph.D. Upper Mid-west Regional Director, PLTW kmaguire@pltw.org

48. Matching Methods NEAREST NEIGHBOR GENETIC ALGORITHMS Non-participants Participants Local minima Global minima dNN,i = ║xτ,i – x τ’,i║ dG,i = wi║xτ,i – x τ’,i║ D = Σ di D = Σ di w = {w1,…,wn}