Integrating research data into school policy plans

Future of Education for STEM
Talented Adolescents:
integrating information into school policy
plans
July 13, 2013
Christopher Kolar
Illinois Mathematics and Science Academy

© American Psychological Association 2013. All Rights Reserved.

Scope of work to be done
1. Alignment of results to stated goals

(within and between parties)
2. Alignment of priorities between
groups
3. Mapping priorities to measurable
outcomes
4. Measurement of outcomes (within
and between parties)


Identification of social perspectives
Q factor analysis: a technical,

objective way of identifying
consistency in sentiment
Each identified social perspective
represents a group of individual
viewpoints held together by similar
strong beliefs


Consensus statements
Shared interest
 STEM mentorship opportunities for

students
 Schools serve as laboratories for
educational innovation
 Females and underrepresented groups
in STEM


Consensus statements 2
Neutral
 Selective enrollment STEM schools

Shared disinterest
 Engagement in science as public policy


Position 1: school leaders
Distinguishing Values
 Graduates whose work creates jobs for

others
 * Providing pre-service teachers with
clinical field experiences
 *Alignment with the Next Generation
Science Standards/Common Core
* Indicates sentiment not in support of statement.


Position 1: school leaders
Strongest sentiment
 Creation of innovative scientists,

mathematicians, and engineers
 Graduates who are prepared to fill jobs
not yet invented
 Sources of funding STEM specialty
schools
 STEM mentorship opportunities for
students


Position 4: school leaders 2
Distinguishing values
 Pre-college/dual credit enrollment
 # Public charter school expansion
 * STEM After-school /Out of school-

time programs
# Indicates neutral sentiment that contrasts with negative
sentiment of all other groups.
* Indicates sentiment not in support of statement.


Position 4: school leaders 2
 Emphasis on science process skills and inquiry






based problem solving methods
Social sciences to support critical thinking
about current issues in society
Creation of innovative scientists,
Sources of funding STEM specialty schools
Accelerated instruction in STEM


The two positions of school leaders
Leaders 1

Leaders 2 (minority)

 Graduates who become

 Social sciences to support critical






entrepreneurs
Graduates whose work creates
jobs for others
Graduates who are prepared to
fill jobs not yet invented
Focus expansion on secondarylevel STEM schools
STEM After-school /Out of
school-time programs








thinking about current issues in
society
Alignment with the Next
Generation Science
Standards/Common Core
A residential program for
talented adolescents
Public charter school expansion
Accelerated instruction in STEM

Position 3: education policy world
Distinguishing values
 Professional development for in-service







teachers
Focus expansion on primary-level STEM
schools
STEM pathways within existing schools
Providing pre-service teachers with clinical
field experiences
Focus expansion on secondary-level STEM
schools
Creation of innovative scientists,


Position 3: education policy world
 Professional development for in-service teachers
 Emphasis on science process skills and inquiry based





problem solving methods
Focus expansion on primary-level STEM schools
STEM pathways within existing schools
Alignment with the Next Generation Science
Standards/Common Core
Providing pre-service teachers with clinical field
experiences


Position 2: talent development
Distinguishing value
 Use of online/virtual learning to

increase reach and capacity


Position 2: talent development
Strongest sentiments
 Creation of innovative scientists, mathematicians, and







engineers
Identification of students with emerging talent
Social sciences to support critical thinking about current
issues in society
STEM After-school /Out of school-time programs
Graduates who are prepared to fill jobs not yet invented
Improved means of identifying potential STEM talent


A pause for discussion


Mapping Outcomes: a strategy
Program modeling
Evaluation planning
Research partnerships


Program Logic Modeling
A tool that conceptualizes a program

and displays it visually.
Logic modeling clarifies the necessary
components that allow a program to
function, simplifies development of
performance measures, and allows
decision-makers to easily assess the
programs’ goals.


A Logic Model Template


A tool for standardized LMs
Required retrofit for

existing programs
Required for all
proposals moving
forward
Used for evaluation
specs for RFPs
Everyone is happy


Evaluation Planning
Same tools used to create evaluation

plans for all modeled programs
Identification of measurable
outcomes means greater likelihood
that something will be measured
Simplified outsourcing of evaluation
projects


Research Partnerships
 Possibilities to explore shared goals not only

within schools, but between
 PISA
 CWRA
 NSC
 Collaboration: the case study book
 Continuation of the APA study
 Need: finding the intersection between public
policy interests and results that our
institutions can provide


Integrating research data into school policy plans

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