Impact of PSI-PMI in the Gambia This World Bank (WB) report documents the implementation and results of a three-year WB-funded pilot which was conducted in The Gambia (West Africa). The pilot tested whether PSI and PMI could improve the likelihood that students would be eligible to attend universities in their country.  Students in the PSI-PMI program qualified for university at triple the rate of those who did not. Of the group of students who are likely to benefit from the program, a larger majority are girls and students from the bottom half of the socio-economic status index.  https://njctl.org/gambia-2020-report/

AP Physics Results in NJ and the US The New Jersey Center for Teaching and Learning (NJCTL) announced the results of an NJCTL-sponsored Hanover Research Report that analyzed trends in students’ mean scores, participation scores, and total scores on all Advanced Placement (AP) physics exams offered between 2009 and 2018, both throughout New Jersey as well as all states nation-wide. New Jersey ranked #1 in terms of total score on overall AP Physics performance every year since 2015.  Prior to 2015, New Jersey consistently ranked among the top four states in terms of total score for overall AP physics performance. New Jersey also achieved the second-highest growth score from 2009 – 2018, second only to Illinois.  Growth score is calculated as the change in total score over time.  Additionally, New Jersey consistently ranked among the top six states in participation in AP Physics exams from 2009 - 2018, ranking second highest every year since 2015. http://njc.tl/1cc

AP Chemistry Results in NJ and the US The New Jersey Center for Teaching and Learning (NJCTL) announced the results of an NJCTL-sponsored Hanover Research Report that analyzed trends in students’ mean scores, participation scores, and total scores on all Advanced Placement (AP) chemistry exams offered between 2009 and 2018, both throughout New Jersey as well as all states nation-wide. New Jersey’s total score on the AP Chemistry exam has been around double that of the average total score in the rest of the country. The state consistently ranks among the top three states in terms of total score, and in 2018, New Jersey had the second highest total score in the country. Although New Jersey has outpaced other states in terms of participation and overall performance, the state’s mean scores in recent years have experienced a small decline compared to past years. New Jersey’s mean Chemistry score decreased slightly from a score of 3.3 in 2013 to a score of just around 3 between 2014 and 2017. This slight decrease may be related to the redesign of the AP Chemistry course and exam in 2013 as well as a noticeable jump in participation between 2013 and 2014.

SAT II Results in Physics and Chemistry The New Jersey Center for Teaching and Learning (NJCTL) today announced the results of an NJCTL-sponsored Hanover Research Report that examines trends in student participation and performance on SAT subject tests in physics and chemistry, both throughout the state of New Jersey as well as nation-wide.  The results show New Jersey has consistently ranked among the top states in terms of total score performance on the SAT II Physics exam, moving from third to first between 2007 and 2016.  As New Jersey students’ increasing participation in the exam have outpaced the country, by 2016 the state’s comparative test scores had risen as well, despite the growing number of participating students. http://njc.tl/1c5

Job-Ready Graduates of Secondary Education in Botswana, Lesotho and Zambia This World Bank (WB) report seeks to assist the Governments of Botswana, Lesotho, and Zambia to more effectively develop job-ready secondary education graduates, who are better placed to increase their earnings and stay out of poverty.  It summarizes the main findings and recommendations for improving job-readiness in secondary education in Botswana, Lesotho, and Zambia. Recommendations in this report include the use of social constructivism and 21st century skills, which are key factors of the PSI-PMI approach. http://njc.tl/1bn

Improving Education Performance in Math and Science in The Gambia This World Bank (WB) report documents the implementation and results of a three-year WB-funded pilot which was conducted in The Gambia (West Africa). The pilot tested whether PSI and PMI could improve key elements of science and mathematics education: student outcomes; student interest; teacher content knowledge; teacher effectiveness; and classroom pedagogy. These are topics of great importance to Africa, and much of the world. WB's very positive conclusions have fueled interest in expanding PSI-PMI across Sub-Saharan Africa. http://njc.tl/1bm

PSI AP Physics B Participation and Passing Rates (2016) PSI AP Physics B Participation and Passing Rates (2016): A new study By Hanover research compared students in PSI schools taking the AP Physics B exam to students in New Jersey and the United States. In 2014, PSI students were 4.4 times more likely to participate in the AP physics B exam than New Jersey students, and 5.4 times more likely to participate in the exam than students across the United States. Similarly, PSI schools have higher passing rates. In 2014, students in PSI schools were 3.4 times more likely to pass the AP physics B exam than students in new jersey and 2.4 times more likely to pass the AP physics B exam than students across the united states. These finding are especially true for minority and female students. PSI minority and female students are more than five times as likely to participate in the AP physics B exam as students throughout New Jersey or the United States, and more than twice as likely to pass the AP physics B exam. http://njc.tl/1b8

NJCTL is the #1 producer of physics teachers in the United States. http://njc.tl/wh

Physics and Chemistry Praxis: A new report released by Hanover Research in 2016 analyzes performance outcomes on the chemistry and physics Praxis assessments among teachers prepared by the New Jersey Center for Teaching and Learning (NJCTL) and those prepared by other institutions in New Jersey and across the United States. NJCTL teachers are as likely to pass the Praxis physics or chemistry exams as non-NJCTL students.  Among NJCTL and non-NJCTL groups, females and minority students are less likely to pass the physics or chemistry praxisexams compared to males and non-minorities peers. http://njc.tl/1b1

AP Physics B Participation and Passage Analysis A new study conducted by Hanover Research in 2016 reveals that participation and passage rates on the AP Physics B exam increased from 2005-2014 with the largest percent increases occurring in NJ for black/African American and Hispanic students.    Among New Jersey students enrolled in Grades 9-12, participation in the AP Physics B exam increased from 2005-2014, overall and for traditionally underrepresented student subgroups including black/african americans, hispanics and females. The percentage of Grade 9-12 New Jersey students passing the AP Physics B exam has also increased from 2005-2014, overall and for traditionally underrepresented student subgroups. http://njc.tl/phyb

In 2014, PSI was used in eight of the top twenty NJ schools for 2014 AP Physics B participation.  NJCTL schools are more than 60% Black/Hispanic and free/reduced lunch; non-NJCTL schools are less than 10%. http://njc.tl/1bi

Newark’s 9th grade students who took PSI algebra-based physics saw a 14% improvement on a national Algebra I exam.

In 2014-15, NJCTL provided physics endorsements to 11 current Trenton Public School teachers so that they could teach mathematically rigorous physics to about 600 students, the majority of whom were in grade 9. In 2015-16, those students are all moving on to chemistry and a group of those will be taking AP Physics 1 at the same time as chemistry; the first time AP Physics has been taught in Trenton.
For 2015-16, NJCTL provided physics endorsements to 6 current Camden Public School teachers and is training/supporting 7 other science teaches so that, together, they will teach mathematically rigorous physics to all Camden 9th graders, more than 1000 students.

In 2014-15, Westminster High School, in Colorado had its first year of fully implementing PSI Algebra-Based Physics, piloting the course with 11th grade students. The results were so positive that for 2015-16 the teachers successfully urged the district to reverse the science sequence and offer that course to all 600+ ninth graders, along with a similar number of 11th graders.
PSI physics began in one classroom in 1999 at Bergen County Technical High School in Teterboro, NJ. U.S. News and World Report now ranks it among the top 3 schools in New Jersey and Niche ranks it as number 12 out of 14,000 public schools in the nation.

The Stanford Center for Opportunity Policy in Education, headed by Linda Darling-Hammond, said, “The New Jersey Center for Teaching and Learning (NJCTL) has been doing groundbreaking professional development work in math and science instruction as well...using the innovative curriculum of 2006 New Jersey Teacher of the Year Robert Goodman...to create the Progressive Science Initiative.”
NJCTL received a 2011 Learning Impact Award Gold Medal from IMS Global. IMS, a consortium of more than 150 education technology companies, awards this each year to those that have had the greatest impact on student learning.
NJCTL, in the last five years, has extended its work to more than 218 schools in New Jersey, Colorado, Utah, Rhode Island, Vermont, Maine, The Gambia, and Argentina; more than 1,430 teachers have been trained in NJCTL methods and 175 teachers have completed teacher certification in physics or chemistry.

Approximately 2.5 million students learned from NJCTL’s content in the last twelve months. That estimate is based on 1.7 million file downloads by 294,297 unique visitors, from 50 states and 200 countries. Also, during that period, NJCTL’s 1,763 posted videos had more than 73,715 views, representing about 112,000 minutes of viewing.

Beginning in July, 2015, a 3-year, $1.3 million project, funded by the World Bank and the Ministry of Basic and Secondary Education of The Gambia, was begun to develop English Language Arts (ELA) courses for West Africa. The Gambia has experienced dramatic success in a three year pilot of PSI and PMI for teaching mathematics and science and is extending those programs to all students in grades 7-12. They now want to use that same approach for teaching ELA.

"Ninth Grade Physics Reverses Science Achievement Gap" In 2014, PSI was used in eight of the top twenty NJ schools for 2014 AP Physics B participation.  NJCTL schools are more than 60% Black/Hispanic and free/reduced lunch; non-NJCTL schools are less than 10%.  http://njc.tl/1bl

"2015 Gambia Program Evaluation (WASSCE Outcomes)"  by Hanover Research. This report outlines the outcomes from the implementation of PSI-PMI in The Gambia. Released January 2016. http://njc.tl/19o

In 2014-15, NJCTL provided physics endorsements to 11 current Trenton Public School teachers so that they could teach mathematically rigorous physics to about 600 students, the majority of whom were in grade 9. In 2015-16, those students are all moving on to chemistry and a group of those will be taking AP Physics 1 at the same time as chemistry; the first time AP Physics has been taught in Trenton. http://njc.tl/13q

For 2015-16, NJCTL provided physics endorsements to 6 current Camden Public School teachers and is training/supporting 7 other science teaches so that, together, they will teach mathematically rigorous physics to all Camden 9th graders, more than 1000 students.  http://njc.tl/amden

PSI physics began in one classroom in 1999 at Bergen County Technical High School in Teterboro, NJ. in 2015, U.S. News and World Report ranks it among the top 3 schools in New Jersey and Niche ranks it as number 12 out of 14,000 public schools in the nation. http://njc.tl/ber

"The New Jersey Center for Teaching and Learning: 2015 Alumni Survey Results" NJCTL conducted this survey to determine the status of the 173 teachers (141 physics and 32 in chemistry) who completed NJCTL’s physics or chemistry endorsement program from 2010 to 2014. http://njc.tl/1a9

"Progressive Math Initiative: Adams 50 Evaluation" A new study conducted by Hanover Research in 2014 revealed that after two years of implementing PMI throughout the district, Adams 50 students in Colorado showed significant growth on the state's TCAP math assessments in 2013 and 2014. http://njc.tl/141

In 2014-15, Westminster High School, in Colorado had its first year of fully implementing PSI Algebra-Based Physics, piloting the course with 11th grade students. The results were so positive that for 2015-16 the teachers successfully urged the district to reverse the science sequence and offer that course to all 600+ ninth graders, along with a similar number of 11th graders. 

Learning Forward and The Stanford Center for Opportunity Policy in Education, headed by Linda Darling-Hammond, said, “The New Jersey Center for Teaching and Learning (NJCTL) has been doing groundbreaking professional development work in math and science instruction as well...using the innovative curriculum of 2006 New Jersey Teacher of the Year Robert Goodman...to create the Progressive Science Initiative.” http://njc.tl/1a3

NJCTL received a 2011 Learning Impact Award Gold Medal from IMS Global. IMS, a consortium of more than 150 education technology companies, awards this each year to those that have had the greatest impact on student learning. http://njc.tl/ims

NJCTL, in the last five years, has extended its work to more than 218 schools in New Jersey, Colorado, Utah, Rhode Island, Vermont, Maine, The Gambia, and Argentina; more than 1,430 teachers have been trained in NJCTL methods and 210 teachers have completed teacher certification in physics or chemistry.

Approximately 2.5 million students learned from NJCTL’s content in the last twelve months. That estimate is based on 1.7 million file downloads by 294,297 unique visitors, from 50 states and 200 countries. Also, during that period, NJCTL’s 1,763 posted videos had more than 73,715 views, representing about 112,000 minutes of viewing.

Beginning in July, 2015, a 3-year, $1.3 million project, funded by the World Bank and the Ministry of Basic and Secondary Education of The Gambia, was begun to develop English Language Arts (ELA) courses for West Africa. The Gambia has experienced dramatic success in a three year pilot of PSI and PMI for teaching mathematics and science and is extending those programs to all students in grades 7-12. They now want to use that same approach for teaching ELA.