About Us

What is PLTW?

Key Findings

Seventy-nine percent of PLTW students completed four years of college-preparatory mathematics, and 63 percent completed four years of college-preparatory science. When PLTW students who completed higher-level mathematics and science courses are compared to students who did not, significant differences in achievement were evident. Those completing the mathematics curriculum had a mean score 23 points higher than other students, and those completing the science curriculum had a mean score 15 points higher.

 

 

 

  • When PLTW students are compared to similar students from comparable career/technical fields, PLTW students have significantly higher achievement in mathematics on an NAEP-referenced assessment.
  • When PLTW students are compared to similar students across all career/technical fields, PLTW students have significantly higher achievement in reading, mathematics, and science on an NAE-Preferenced assessment.
  • When PLTW students are compared to similar students in comparable fields of study and to similar students drawn from all career/technical fields, PLTW students complete significantly more higher-level mathematics and science courses.
  • Significantly more PLTW students were enrolled in classes that engage them in reading and writing across the curriculum; and in using real-world problems, technology, and group work to advance mathematics and science achievement.
  • Significantly more PLTW students experience career/technical classes that required students to use academic knowledge and skills to complete project assignments

Facts About PLTW

Top Accomplishments

  1. Created a fully integrated STEM curriculum in an engineering context for secondary schools utilizing a collaborative process engaging higher education, business and industry and government.
  2. Created a dynamic and interactive model of leadership and support for higher education, business and industry, and government, maximizing experiential knowledge of the K-12 culture to benefit students, teachers, and invested stakeholders.
  3. Created a teacher professional development system that provides prescription, immersion and continuous support.
  4. Created a school counselor professional development system that provides STEM education awareness, and future higher education and workforce needs.
  5. Developed a system for integrating rigorous and relevant STEM curricula and professional development resulting in improved student achievement in mathematics, science and English Language Arts (SREB, 2004, 2006)
  6. Prioritized the inclusion of program evaluation and student assessment from the outset, resulting in expanding data analysis opportunities on the effectiveness of STEM curricula integration over time.
  7. Achieved a business plan that sustains the organization’s commitment to its network of schools and other partners into the future.
  8. Selected as the national oversight organization for the STEM Career Cluster by the National State Directors of Career and Technical Education consortia.
  9. Identified in the report of the National Academy of Engineering, National Academy of Science and the Institute of Medicine, “Rising Above The Gathering Storm: Engaging and Energizing America for a Brighter Economic Future,” as a model curriculum for its recommendation of creating “K-12 curriculum materials based on world-class standards.” (2005)
  10. Recognized by the Bayer Science Foundation as a K-12 Best Practices STEM Education Program. (2006) Recognized by the Manhattan Institute for Social Entrepreneurship as a program that “fosters greater economic choice and individual responsibility.” (2006)