A public policy professor was awarded a $2.6 million grant this week to help lead a research team testing the success and effectiveness of Advanced Placement high school science courses.
Director of GW's public policy program Dylan Conger will impose a four year study thanks to funding from the National Science Foundation to figure out how effective courses designed to prepare college-ready scientists are.
This is the first study of inquiry-based science learning and College Board, who administers the AP exams, couldn't be more excited. Just recently, College Board revised both its chemistry and biology offerings to test deeper knowledge of topics. Conger will work alongside researchers from the University of Washington and the nonprofit SRI International throughout the study.
Including over 4,000 students in 40 high schools, the study will track students' progress in the AP class and evaluate if the class affects the students' college and career performance in the long run. Conger, like many other advocates of advancing STEM education, believes that tracking the success of AP science courses is critical to understanding U.S. students' progress in technical learning.
Looks like this could be a good first step in helping the country compete globally in STEM fields. Learn more.
