Results

The PERC Experiment

During two academic years (2008-2009), the PERC model was systematically studied in five schools with 16 teachers in two subject areas: Integrated Algebra (a one year, 9th grade mathematics course required for graduation) and Living Environment (a one year, 9th grade biology course effectively required for graduation). Each PERC teacher taught two, three, or four PERC classes and one TA Scholar class. In most schools, additional non-PERC sections of Integrated Algebra or Living Environment were run in the school taught by other teachers. The project researchers asked that students be placed in the PERC or non-PERC sections randomly to create experimental and comparison sections. In most cases such random placement appeared to be achieved.

PERC teachers participated in more than 50 hours of professional development focused on how to implement PERC in the classroom and how to structure a TA Scholar class. All teachers who participated in Year 1 left the schools and thus all Year 2 teachers were new to the program. Hence, all teachers in Years 1 and 2 were new to PERC. Of the 16 teachers, 14 had five or fewer years of teaching (10 were in their second year of teaching) and two were veteran teachers. Class size varied from 28-32 students with 6-8 TA Scholars. Schools 1, 3, 4, and 5 were large schools. School 2 was a small school. Classes commenced early in September. There was some shifting of students in the second term, which began in February, although the student population remained relatively steady throughout the year. At the end of June, state-wide "Regents" exams were administered in Integrated Algebra and Living Environment.

Student performance on these exams, in the PERC classes, and in the comparison classes, is shown in the table below and graphic on the right. The PERC model appears to be robust - affecting student performance in large and small schools, in science and math classes.