What is PLTW?
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
- 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.
- 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.
- Created a teacher professional development system that provides prescription, immersion and continuous support.
- Created a school counselor professional development system that provides STEM education awareness, and future higher education and workforce needs.
- 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)
- 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.
- Achieved a business plan that sustains the organization’s commitment to its network of schools and other partners into the future.
- Selected as the national oversight organization for the STEM Career Cluster by the National State Directors of Career and Technical Education consortia.
- 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)
- 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)