(msp) 2 : minority student pipeline, math science partnership strengthening the early-college...

(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

http://www.umd.edu/

http://www.pgcc.edu/

http://www.bowiestate.edu/Home/


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)

http://www.umd.edu/




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

http://www.umd.edu/




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?

http://www.umd.edu/




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.

http://www.umd.edu/




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)

http://www.umd.edu/




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.

http://www.umd.edu/




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)

http://www.umd.edu/




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??

http://www.umd.edu/




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.

http://www.umd.edu/




Our Research Design• Test the documented positive

association between early college opportunities and: – college matriculation

– retention

– graduation

• Use a large majority-minority student population.

http://www.umd.edu/




Data Collection

• Evaluation will consist of a longitudinal unit-record database– tracking student participants & control

group – through their high-school careers into

college

http://www.umd.edu/




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

http://www.umd.edu/




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

http://www.umd.edu/




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

http://www.umd.edu/




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.

http://www.umd.edu/




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

http://www.umd.edu/




Contact Us• Christine Barrow, Co-PI - Prince George’s Community College

– [email protected]

• 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/

http://www.umd.edu/



(msp) 2 : minority student pipeline, math science partnership strengthening the early-college...

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