Transcription
illiam&MaryDecember2012
effectiveinpreparingstudentsforSTEM- dapositiveimpactonschoolculture.2
TABLEOFCONTENTSIntroduction 4 6 9 12SummaryStatistics 12SurveyResults 13CaseStudyResults 22 25OpportunitiesforFutureResearch ography 27Acknowledgements 28Appendix:SurveyQuestions 293
saneducationalnon- nlow- ive- e- necessarytocreatea4
lturemorebroadly.5
oday’stechnology- stfocusonSTEM- 8,thestate’sdemandforSTEM- graduatingwithadvanced- ‐levelscienceandmathcoursestomeetthegrowingSTEM- post- ‐secondarySTEMcoursework,offeringadvanced- ‐levelSTEM- orecollegecoursesintheirAPsubjectsthannon- ‐APstudents.2Whencomparedtonon- d/gppi/hpi/cew/pdfs/stem- “ComparisonofacademicperformancebetweenAPandnon- o.SR- ‐93- rad.pdf(accessedDecember12,2012).6
oolAPstudentscomparedtonon- hievementlevelsasawayforcollege- ntinAPcoursesincreasedsubstantiallyfrom2008- aretakingmultipleAPexamsmorethaninnon- dtonon- hreport- ‐1986- ‐2- ‐longitudinal- ‐study- ‐advanced- ‐placement- ‐students- Follow- ‐UpStudy,”CollegeBoardResearchReportNo.2006- lt/files/publications/2012/7/researchreport- ‐2006- ‐1- ‐psat- ‐nmsqt- ‐scores- ‐ap- ‐examination- ‐grades- ‐follow- ‐up.pdf(accessedDecember12,2012).7Ibid.7
omes- 12).8
s: APclasstrainingforteachers LayingtheFoundation(Pre- ‐APclass)trainingforteachers Provisionofclassroomequipment Monetaryincentivestostudents Monetaryincentivestoteachers SubsidyofAPexamfeesforstudents esignwascomplete,VASSe- - ‐sponsoredtrainings.Thee- thesurvey:teachersweree- aseconde- topresentfollow- APcourse?”Respondentsweretochoose“yes”or9
esurveyweremultiple- ‐choicequestions,althoughapproximatelyone- disagreedwiththestatementusingafive- wasintentionallyleftopen- particularschool.Thequestionnaire10
- rovidedbyVASS.11
,youwouldbegivenafollow- andfreeresponsequestionsaswellasasingleLikert- urveywase- rLayingtheFoundation(Pre- rop- ‐outrate.Drop- e12
drop- thesurvey(58%didso).Thedrop- ‐outrateforthefinalnon- ‐free- lts ectivecomponentofAPTIP- asthemosteffectivecomponentofAPTIP e- fective esubsidiesmoreeffective. ctivecomponent,afterAPtraining. ectivecomponent rage,thatAPpositivelyimpactsschoolculture dyforexamfeearevitaltoAPprogramsinschool13
Training,LayingtheFoundationorPre- omponentchosensecond- t.14
were1.15
virtuallynon- paringAPtrainingtopre- ‐AP,or“LayingtheFoundation,”16
hantheother.APversusPre- ‐APTrainingLaying- ‐the- venessofAPtrainingandpre- nin88%of278responsesasmoreimportantthanLaying- ‐the- ing- ‐the- akeinformedchoicesbetweenAPandLaying- ‐the- training.Thisisreasonableto17
le20%ofthatgroupidentifiedLaying- ‐the- sponsestothesequestions.Eighty- fstudentexamfees.18
reas.Responseoptionsweregiveninafive- ending19
chool- ‐widepressuretowardshigherachievement,eveninnon- mographicsasa20
udentsalsoperformbetterinnon- kSTEMAPcoursesaremoreinterestedinnon- vitiesthannon- ‐APtakingstudents.21
aseStudyInterviewResults APTIPhasincreasedawarenessofAPcourses udents ow75qualifyingscores Qualifyingscoresboostself- ‐esteemandself- ntsaremotivatedtochallengethemselves usresourcesonotherAPcoursedevelopment ssaidthatthequalifyingAPscoresboostedself- ‐esteemandself- - ‐motivatedtochallenge22
hosimplywouldno
! 2!! he! PTIP .
