UST
Blue
GEMS - Girls in Engineering, Mathematics & Science, Minneapolis, Minnesota Founder, Director Collaborative program supported by the Minneapolis Public Schools, Achieve Minneapolis, and Augsburg College. Created logic models and programmatic structure to support 400 students and 35 teachers in an after-school and summer program designed specifically for 4th-12th grade girls. Designed logic models, secured funding and managed multiple budgets. Principally funded by Medtronic STAR Grants, NASA Space Grant, Best Buy Foundation, Carolyn Foundation, ADC Foundation, Mortenson Family Foundation, and Lockheed Martin Corporation. Created and coordinated partnerships within the STEM community and higher education. Collected and analyzed short- and long-term growth data on c. 800 girls. The GEMS model has been advanced by a National Science Foundation grant.
GISE - Guys in Science & Engineering Minneapolis, Minnesota 2006-2010
Built on the GEMS model, single-gender, inquiry-based, loud, teleologically drive, culminative events
Designed specifically for 4th-12th grade boys
Principally funded by Cargill Foundation, NASA Space Grant, Best Buy Foundation, ADC Foundation, Mortenson Family Foundation, and Lockheed Martin Corporation
Coordinated partnerships within the STEM community and higher education
31% increase in mathematics college readiness
44% increase in science college readiness
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GISE Data Analysis November 30, 2009
Grade Level Distribu6on of GISE Par6cipants, Summer 2006 through School Year 2008-‐09 Grade (prior grade level during summer)
Summer 2006 (n=27)
SY 2006-‐07 (n=50)
Summer 2007 (n=57)
SY 2007-‐08 (n=178)
Summer 2008 (n=82)
SY 2008-‐09 (n=215)
Gr. 4
10 (37%)
11 (22%)
17 (30%) 18 (10%)
9 (11%)
15 (7%)
Gr. 5
17 (63%)
19 (38%)
18 (32%) 48 (27%)
21 (26%)
44 (12%)
Gr. 6
19 (38%)
21 (37%) 60 (34%)
29 (35%)
83 (23%)
Gr. 7
1 (2%)
1 (2%)
23 (28%)
49 (13%)
Gr. 8
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45 (25%) 7 (4%)
24 (7%)
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Racial/ethnic Distribu6on of GISE Par6cipants, Summer 2006 through School Year 2008-‐09 Racial/ethnic Summer group 2006 (n=27)
SY 2006-‐07 (n=50)
Summer 2007 (n=57)
SY 2007-‐08 (n=178)
Summer 2008 (n=82)
SY 2008-‐09 (n=215)
American Indian
1 (4%)
1 (2%)
1 (1%)
1 (0%)
African American
6 (22%)
8 (16%)
13 (23%)
63 (35%)
21 (26%)
62 (29%)
Asian
7 (26%)
9 (18%)
12 (21%)
18 (10%)
8 (10%)
19 (9%)
Hispanic
6 (22%)
19 (38%)
16 (28%)
41 (23%)
21 (26%)
55 (26%)
White
7 (26%)
13 (26%)
16 (28%)
55 (31%)
32 (39%)
78 (36%)
Racial/ethnic Distribu6on of GISE Par6cipants, by Individual Boys and by Seats Filled Racial/ethnic group
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Number of Percentage of Individual Individual BOYS BOYS (n=365) (n=365)
Number of Seats Filled (n=609)
Percentage of SEATS Filled (n=609)
American Indian
4 boys
1%
4 seats
1%
African American
122 boys
33%
173 seats
28%
Asian
37 boys
10%
73 seats
12%
Hispanic
100 boys
27%
158 seats
26%
White
102 boys
28%
201 seats
33%
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Racial/ethnic Distribu6on of GISE Par6cipants, by Individual Boys and by Seats Filled (most recent status informa6on available) Program
Number of Percentage of Individual Individual BOYS BOYS (n=365) (n=365)
Number of Seats Filled (n=609)
Percentage of SEATS Filled (n=609)
ELL
93 boys
25%
142 seats
23%
Special Ed
48 boys
13%
74 seats
12%
Free or Reduced Price Lunch
197 boys
54%
308 seats
51%
Percent of GISE Par6cipants (Individual Boys) within Each Ethnic Group, by Number of Sessions AVended # sessions aVended
American African Indian American (n=4) (n=122)
Asian (n=37)
Hispanic (n=100)
White (n=102)
Total (n=365)
77%
57%
74%
57%
69%
2
10%
16%
8%
17%
12%
3
9%
5%
10%
14%
10%
4
3%
16%
3%
3%
4%
5%
4%
5%
3%
1%
5%
2%
1
100%
5 6
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1%
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Racial/ethnic Distribu6on of GISE Par6cipants (Individual Boys), by Percent Free and Reduced Price Lunch Racial/ethnic group
Percent Free or Reduced Price Lunch
American Indian (4 boys)
50%
African American (122 boys)
66%
Asian (122 boys)
54%
Hispanic (100 boys)
80%
White (102 boys)
5%
TOTAL (365 boys)
54%
GISE DescripSve results—not from matched sample
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Spring 2009 MCA-‐II Math and MTELL Percent Mee6ng or Exceeding the Standards in Mathema6cs
Fall 2007 to Fall 2008 CALT/MAP Growth Percent Making At Least One Year’s Growth in Mathema6cs
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Spring 2009 MCA-‐II Reading Percent Mee6ng or Exceeding the Standards in Reading
Fall 2007 to Fall 2008 CALT/MAP Growth Percent Making At Least One Year’s Growth in Reading
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GISE Matched Sample Results
GISE: Matched Sample Study Design • 42 grade 8 students (2008-‐09 school year), who parScipated in at least one GISE session from 2006-‐2009, were matched with same-‐grade students with similar 2006 MCA-‐II math scores (pretest) and student demographic characterisScs. • Demographic matching variables included: gender, ELL status, special educaSon status, racial/ethnic category, home language, and free/reduced price lunch status. • It is possible that the groups differed on other factors that we did not control for (behavior, moSvaSon, interest in science and engineering, etc.).
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GISE: Matched Sample Study Design • 27 students (64%) were perfect matches; 10 students (24%) were matched on 5 of the 6 demographic variables; and 5 students (12%) were matched on 4 of the 6 demographic variables. • All matches were within 2 scale score points on the pretest. 29 pairs (69%) had idenScal pretest scores, 7 pairs (17%) were 1 point different, and 6 pairs (14%) were 2 points different. Mean scores for each group were nearly idenScal (553.83 for the GISE group and 553.90 for the matched sample).
GISE: Matched Sample Study Design • Demographics for each group were as follows: – 57-‐60% FRP Lunch – 64% students of color – 31% ELL or ELL eligible – 24% Spanish home language – 12% Special Ed served or eligible
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GISE: Matched Sample Study Design • 38 students in each group were compared on Fall 2008 EXPLORE math and science subtests (4 students from the GISE group and their match sample counterparts were removed from this analysis because their only GISE experience occurred during the 2008-‐09 school year). • 42 students in each group were compared on Spring 2009 MCA-‐II math and science tests.
GISE: Matched Sample Study Outcome • The GISE group outperformed the matched sample on both math and science tests, but only the science scores were staSsScally significant. However, the math scores were almost staSsScally significant – it is assumed that they would have been significant had the groups been larger. • The effect sizes were moderate for both math tests and the EXPLORE science test. MCA-‐II science test scores displayed a large effect size.
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GISE: Matched Sample Study Outcome
Rela6onship of Achievement Gain to Number of Sessions • In general, boys who parScipated in more GISE sessions had higher pre-‐tests (2006 MCA-‐II Math). Pre-‐test scores are ocen inversely related to gain scores. • Therefore, to invesSgate the quesSon of how the number of GISE sessions impacted achievement gains, valued-‐added regression analyses were conducted. • It should be noted, however, that the number of cases analyzed (38-‐42 boys) makes it difficult to get staSsScally significant results regarding the impact of the number of GISE sessions on achievement.
GISE: Matched Sample Study Outcome
Rela6onship of Achievement Gain to Number of Sessions (con6nued) • Valued-‐added regression analysis indicated no sta6s6cally significant rela6onship exists between the number of GISE sessions ahended and subsequent Grade 8 MCA-‐II Math, EXPLORE Math, or EXPLORE Science scores. • However, value-‐added regression analysis did point to a significant and posi6ve rela6onship between the number of GISE sessions and higher Grade 8 MCA-‐II Science scores. Based on this limited study, the more GISE sessions a boy ahends, the beher his Grade 8 MCA-‐II Science score. This finding is especially remarkable because staSsScal significance is difficult to achieve with such a small number of cases.
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Fall 2008 Grade 8 EXPLORE Math & Science Scores for GISE vs. Matched Sample
Almost statistically significant .070 Effect size of .303 (moderate)
Statistically significant .040 Effect size of.346 (moderate)
Spring 2009 Grade 8 MCA-‐II Math & Science Scores for GISE vs. Matched Sample
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Fall 2008 Grade 8 EXPLORE Math & Science Percent MeeSng College Readiness Benchmarks
Fall 2008 Grade 8 EXPLORE Percent Above Average (Stanine 7-‐9) in Science Technology Interest
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