Program Evaluation: Pilot Algebra-for-Engineering Elective Class for Secondary Students in Mid-Atlantic Urban Public School District

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  In Roundtable Session: Designing and Evolving Programs for Continuous Educational Improvement

Abstract

This program evaluation outlines the utility of a novel algebra-for-engineering, for-credit elective piloted in Fall 2024 for secondary students in a large urban public school district. Data from instructor interviews, student focus groups, student pre-post surveys, and course performance data were analyzed to understand the program’s impact on student learning. Deductive research measured changes in technology, engineering, and math (TEM) self-efficacy, outcome expectations, interests, and choice goals. Inductive research helped contextualize the value of the program for non-Honors, underrepresented minority students. Findings from triangulated data sources are presented as four themes: Enhanced Mathematics Engagement and Learning, Engineering Exposure, Productive Discomfort, and Student Performance Reflects Challenge. Findings may inform other research-practice partnerships focused on enhancing algebra proficiency and engineering career awareness.

Authors

• Alexis Daniels, Johns Hopkins University

• Joseph M. Reilly, Johns Hopkins University