10 Years of Changing the Face of Science: A Retrospective Evaluation

10 Years of Changing the Face of Science:
A Retrospective Evaluation

Join us for a live stream and Twitter conversation during the community breakfast and discussion.
Closing the Gap in Science Achievement: Lessons Learned from 10 Years of Changing the Face of Science

May 12, 2011
9:00-10:30 a.m.

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The documents available on this website are part of Project Exploration’s 10-year retrospective report, “Project Exploration: 10 Years of Changing the Face of Science.”

In 2010, Evaluators from the Center for Research, Evaluation, and Assessment (REA) at the Lawrence Hall of Science, University of California, Berkeley undertook a 10-year retrospective study of Project Exploration programming and participation by nearly 1000 Chicago Public School students.

The review was designed to evaluate the impact of Project Exploration programs in terms of alumni interest and participation in science, and educational and career aspirations and attainment. In particular, the survey and in-depth interviews attempted to surface factors that affected students’ decisions to get involved, and stay involved with science – and Project Exploration – over time.

Key findings from the REA study include: increased science capacity; positive youth development; and meaningful engagement in a community of practice that nurtured relationships, helped students learn from each other, envision careers in science and conceptualize their futures.

Publication Downloads (PDF)

Lessons Learned: 10 Years of Changing the Face of Science
Gabrielle Lyon, PhD
Project Exploration
March 2011
Contextualizing
Project Exploration
10‐Year Retrospective Program Evaluation Report Reflection Memo
Sara Ray Stoelinga
Urban Education Institute,
December 2010
Youth Development, Science Learning and Out–of –School Time: The Triple Alliance
Gil G. Noam
Program in Education, Afterschool and Resilience (PEAR), December 2010
Project Exploration 10-Year Retrospective Program Evaluation Summative Report
Bernadette Chi, Ph.D.
Juna Z. Snow, Ph.D.
with David Goldstein, Shirley Lee, Joo Chung
Lawrence Hall of Science, December 2010

In the News

Study proves science program opens doors for minority students and boasts great success
Medill Reports Chicago
March 10, 2011

STEM Roundup: NASA Videos, Project Exploration, Family Science
Edweek
March 15, 2011

Long-Term Benefits of Beyond-School Science
Edweek
March 16, 2010

Meaningful work with scientists and long-term relationships with caring adults proved to be critical factors in students' persistence in programs and science.

Our findings include:

95% have graduated high school or are on track to graduate, nearly double the overall rate of Chicago Public Schools;
60% of students enrolled in a four-year college are pursuing degrees in STEM-related fields;
60% of students who graduated college graduated with a degree in a STEM-related field.

Project Exploration's youth science model demonstrates what 21st century learning can look like in science for those students most likely to be left behind. It is possible to change the course of students' lives—and to change the face of science.

Lessons Learned, by Gabrielle Lyon, offers a summary of key points from all three pieces. The two response pieces included in this report - commissioned from the Urban Education Institute (UEI) at the University of Chicago and the Program in Education, Afterschool and Resiliency (PEAR) at Harvard - are intended to help contextualize the REA study findings from local and national perspectives.

The findings from this project are being used to shape program development and strategic planning as we work to refine our personalized approach, increase the number of students we serve, and lay the groundwork for establishing a youth-science center.

This project was made possible due to the generosity of the Noyce Foundation, with support from the Teachers Academy of Math and Science.

Publications