(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Strengthening the Early-College Minority Student Pipeline in Science
with a Multi-Faceted Program
Christine Barrow, Anisha Campbell, Elaine Davis, Bruce Katz, David May
2010 MSP Learning Network Conference2010 MSP Learning Network Conference
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Minority Student Pipeline Math Science Partnership (MSP)2
• Our Aim– Increase the number and improve the quality of
STEM teachers and STEM professionals
• Our Focus– Inquiry (“doing science”)
• Our Partnership (P-16)– Public School System (PGCPS)– 2 year institution (PGCC)– USM and 4 year institutions (BSU, UMCP, UMBI)
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
The “Strand” Approach• Teachers – Elem./Middle
– Strand 1– Teacher prep and
professional development
– In the classroom
– Summer science institutes
• Teachers – HS – Strand 2– Teacher professional
development
– In research labs
• Students – HS – Strand 3– Student preparation
– During academic year
– In the summer
– Early college credit
• Students – Undergrad– Strand 4– Student preparation
– In middle and high school classrooms
– In research labs
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Does exposure to college-credit courses in high school…
• Increase the likelihood that underrepresented minorities will attend a postsecondary institution (2yr or 4yr)?
• Increase the likelihood that minority students will consider majoring in science or mathematics?
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Dual enrollment/early college access
• High school students enrolling in postsecondary institutions while still in high school.
• Students are generally taught by postsecondary faculty – May be at the college campus or high school.
• With dual enrollment, students earn credit at both the high school and college levels.
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Two approaches to early college creditSummer (Bowie State Univ.)
• 4 weeks, residential • Students entering the 10th
grade– 1st summer is BIO & Math
prep courses– 2nd summer is college BIO &
chemistry prep – 3rd summer is college
chemistry & physics prep– 4th summer is college physics
• 125 students total (25 per summer cohort)
Academic Year (PGCC)
• 2 semesters, dual enrolled• 11th and 12th graders
– Taught at 4 high schools– 1.5 hours/day & 5 days/week
for 15 weeks
• 8 college credits– Environmental Biology (4cr.)– Forensic Biology (4cr.)
• 320 students total (80 students per academic year)
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Context of our work• Nat’l Res. Ctr. for Career & Tech. Ed. (2007)
found dual enrollment positively related to: – likelihood of earning HS diploma– enrolling in four-year institution– persisting to 2nd semester and 2nd year in college– achieving higher GPA in college
• Benefits for male and low-income students were even more substantial than for their peers.
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Context of our work• Transition programs help bring 1st gen and URM
students to college with interest in STEM majors (Institute for Higher Education Policy, 2007).
• URM students benefit from
college credit courses while
in high school (Hoffman, 2005)
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Unique intervention structure
• Comparison will be made between the two types of early college programs
• Help determine what factors are most important for: – increasing postsecondary
matriculation – Increasing choice of science
major among minorities
• Next step Middle College??
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Our Hypothesis
Multiple different opportunities for secondary students to take early-college and dual-enrollment science courses increase the likelihood that students will attend college (2- or 4-year) and choose science majors.
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Our Research Design• Test the documented positive
association between early college opportunities and: – college matriculation
– retention
– graduation
• Use a large majority-minority student population.
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Data Collection
• Evaluation will consist of a longitudinal unit-record database– tracking student participants & control
group – through their high-school careers into
college
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Database Indicators• High-school courses taken, GPA, retention, and
graduation rates
• High School Assessment scores in science
• Enrollment at partner IHEs or any other USM institution
• Declaration of STEM majors
• Retention and GPAs of STEM majors
• Enrollment in teacher certification programs
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Surveys and Focus Groups
• Pre- and Post-course surveys will be administered to each student focused on:– interest in science
– interest in teaching
– interest in attending college
• Focus group interviews on
the same topics are planned
for a subset of students– Data used to validate
and/or refine surveys
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Data Analysis
• Standard statistical analyses will be conducted on the quantitative data
• Participant data compared:– to control groups– internally among students of each
intervention– between interventions– to students who might take advantage of
both interventions
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Expectations and Insights• We expect that both interventions will increase the
likelihood of college attendance and majoring in science.– A stronger effect may be seen with the summer
residential program due to its longer duration.
• Measurable differences that can be attributed to the programs’ different structures, will have implications for how best to structure early college programs for high-school students.
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
References• Hoffman, Nancy (2005) Add and Subtract Dual Enrollment as a State Strategy to
Increase Postsecondary Success for Underrepresented Students, Jobs for the Future, Double the Numbers
• Institute for Higher Education Policy. (2007). Model Institutions for Excellence: 2007 national report. A model of success: The Model Institutions for Excellence program’s successful leadership in STEM education 1995-2007. Washington, DC: Author.
• National Research Center for Career and Technical Education. (October 2007). The postsecondary achievement of participants in dual enrollment: An analysis of student outcomes in two states. University of Minnesota.
• NCREST – National Center for Restructuring Education, Schools, and Teaching (2007). Web site of The National Middle College High School Consortium Early College Initiative. Retrieved on Dec. 7, 2009 from http://www.tc.edu/ncrest/projects_middlecollege.htm
(MSP)(MSP)22: Minority Student Pipeline: Minority Student Pipeline,, Math Science Partnership Math Science Partnership
Contact Us• Christine Barrow, Co-PI - Prince George’s Community College
• Anisha Campbell, PI - Bowie State University– [email protected]
• Elaine Davis - Bowie State University– [email protected]
• Bruce Katz, Co-PI - Prince George’s County Public Schools– [email protected]
• David May, Project Director - University System of Maryland– [email protected]
• Or visit us at http://www1.pgcps.org/msp/
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