A new design For HighSchool Career

1. Southern
Regional
Education
Board
A New Design for High School
Career/Technical Studies
Gene Bottoms
Senior Vice President
gene.bottoms@sreb.org

2. Southern
Regional
Education
Board
PLTW Research -- SC 2005 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

3. Southern
Regional
Education
Board
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

4. Southern
Regional
Education
Board
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

5. Southern
Regional
Education
Board
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?

6. Southern
Regional
Education
Board
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

7. Southern
Regional
Education
Board
PLTW Research -- SC 2005 7
Student 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

8. Southern
Regional
Education
Board
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?

9. Southern
Regional
Education
Board
PLTW Research -- SC 2005 9
Comparison of PLTW Students’ Mean
Scores to a Random Sample of CTE
Students from Similar Fields
286
312 304
284
305 302
Reading Mathematics Science
274 PLTW Students 274 Matched CTE Students
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.

10. Southern
Regional
Education
Board
PLTW Research -- SC 2005 10
Comparison of PLTW Students’ Mean Scores
to a Random Sample of All CTE Students
286
312
304
276
301
294
Reading Mathematics Science
274 PLTW Students
274 Matched CTE Students from All Fields
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.

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

12. Southern
Regional
Education
Board
PLTW Research -- SC 2005 12
Comparison 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 Fields
Source: Special analyses of 2004 HSTW Assessment data.

13. Southern
Regional
Education
Board
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?

14. Southern
Regional
Education
Board
PLTW Research -- SC 2005 14
PLTW 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.

15. Southern
Regional
Education
Board
PLTW Research -- SC 2005 15
Percentages 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.

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

17. Southern
Regional
Education
Board
PLTW Research -- SC 2005 17
Percentages 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 Students
CTE Students - Similar Fields
CTE Students - All Fields
Source: Special analyses of 2004 HSTW Assessment data.

18. Southern
Regional
Education
Board
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

19. Southern
Regional
Education
Board
PLTW Research -- SC 2005 19
HSTW 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

20. Southern
Regional
Education
Board
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 areas
at least monthly

21. Southern
Regional
Education
Board
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

22. Southern
Regional
Education
Board
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 sinks
at least weekly.
 Reading an assigned book or article dealing
with science at least monthly

23. Southern
Regional
Education
Board
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 assignment
at least monthly
 Preparing a written report of lab results in
science at least monthly

24. Southern
Regional
Education
Board
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

25. Southern
Regional
Education
Board
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

26. Southern
Regional
Education
Board
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 classes
at least monthly

27. Southern
Regional
Education
Board
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

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

29. Southern
Regional
Education
Board
PLTW Research -- SC 2005 29
Percentages of Students Having a
Moderate or Intensive Emphasis on Quality
Career/Technical Studies
64%
54% 52%
Quality CTE Students
PLTW Students
CTE Students - Similar Fields
CTE Students - All Fields
Source: Special analyses of 2004 HSTW Assessment data.

30. Southern
Regional
Education
Board
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

31. Southern
Regional
Education
Board
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

32. Southern
Regional
Education
Board
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

33. Southern
Regional
Education
Board
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

34. Southern
Regional
Education
Board
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

35. Southern
Regional
Education
Board
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

36. Southern
Regional
Education
Board
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.

37. Southern
Regional
Education
Board
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.

38. Southern
Regional
Education
Board
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.