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AC 2011-468: A LONGITUDINAL EVALUATION OF PROJECT LEAD THE WAY IN THE STATE OF IOWA
Conference proceeding   Open access

AC 2011-468: A LONGITUDINAL EVALUATION OF PROJECT LEAD THE WAY IN THE STATE OF IOWA

D G Rethwisch, F S Laanan, M C Haynes and S S Starobin
ASEE annual conference & exposition
2011
DOI: 10.18260/1-2--17337
url
https://doi.org/10.18260/1-2--17337View
Published (Version of record) Open Access

Abstract

The State of Iowa has implemented Project Lead The Way (PLTW), a sequence of pre-engineering courses for students in middle and high schools. The intent of PLTW is to increase student interest in STEM careers through a rigorous, project-based curriculum. Despite the popularity and rapid expansion of PLTW program in Iowa, little is known about its efficacy. This is partially due to the lack of studies with robust data, such as comprehensive statewide K-12 and postsecondary databases, or the lack of a control group where pre-existing differences in student demographic characteristics, PLTW course enrollment, academic performance, and standardized tests are considered. This study addressed these two design concerns as we are conducting a statewide, longitudinal evaluation using secondary and postsecondary data maintained by the State of Iowa to evaluate and measure students' socio-demographic characteristics, academic achievement, course taking patterns, and progress from high school to postsecondary education. The initial findings indicate PLTW participants are more likely to be white, male, enroll in math and science courses, and have higher standardized test scores. The team is currently involved in "propensity score matching" to reduce the effects of self-selection and define the covariates for the differences between PLTW participants and nonparticipants. A key goal of the long-term study is to determine if PLTW courses increase a students' pursuance of STEM postsecondary education. This study has implications for researchers, practitioners, and policy makers regarding the comprehensive evaluation design and the critical role that PLTW can play to increase the participation, both generally and within non-traditional groups, in postsecondary STEM education in the U.S.

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