Teachers' participation in research programs improves their students' achievement in science.

Full Abstract

Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

Author information

Author/s: Silverstein, Samuel C (SC); Dubner, Jay (J); Miller, Jon (J); Glied, Sherry (S); Loike, John D (JD);

Affiliation: Department of Physiology, Columbia University, 630 West 168th Street, New York, NY 10032, USA. scs3(-atsign-)columbia.edu

Grants: (Agency:Howard Hughes Medical Institute)

Journal and publication information

Publication Type: Journal Article; Research Support, N.I.H., Extramural; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, Non-P.H.S.

Journal: Science (New York, N.Y.) (Science), published in United States. (Language: eng)

Reference: 2009-Oct; vol 326 (issue 5951) : pp 440-2

Dates: Created 2009/10/16; Completed 2009/10/26;

PMID: 19833969, status: MEDLINE (last retrieval date: 10/26/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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