STEM Literacy
- STEM K12 3: School/program engages diverse STEM communities in order to support and sustain STEM programs and initiatives.
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Throughout the implementation of the STEM initiative, we collected data on student and teacher technology literacy skills, infusion of technology in classroom instruction, and the impact on student achievement. The results of this data revealed marked improvements in students’ technology literacy and academic performance.
In addition, the STEM program has received local, state, and national recognition. Carrollton High School was named an AP STEM Achievement School for the fourth year in a row. Student achievement is assessed annually by collecting and analyzing data on course pass rate, as well as science and math EOCT test data. We have collected data on teacher and student technology literacy skills through learning.com. Infusion of technology in classroom instruction was being conducted through periodic “walk-throughs,” but this was deemed unnecessary because the STEM lab is completely technology driven. |
The FY 13 school year produced our first round of pathway completers eligible to take the Engineering End of Pathway Assessment. Three students were a part of this class and all three were successful in passing and acquiring an industry credential in their engineering pathway. In FY 14, we had 45 students that completed the engineering pathway with a 77% pass rate on the End of Pathway Assessment. In FY 15, we had 28 pathway completers with an 86% pass rate on the End of Pathway Assessment.
It has been our system goal for many years to assist every student in crossing the digital divide by ensuring that every student is technology literate regardless of race, ethnicity, gender, family income, geographic location, or disability. We recognize that students must use and learn with technology to become masters of technology. Technology-rich learning environments are now available to all children regardless of the school, department, or class. The increased access to technology by our teachers and students has resulted in increased technology literacy. In addition, challenged to solve real world problems using the twenty first century technology tools, students are provided with increased opportunities to think logically, to problem solve creatively, to master communication skills, and to work collaboratively in teams. These increased opportunities have resulted in a clear-cut increase in student engagement and interest in science, technology, engineering, and math.
To ensure our students are prepared for postsecondary and workforce readiness, our school system encourages all CTAE Program Areas to complete the industry certification process co-sponsored by the Georgia Department of Education and leading business and industry agencies. The Georgia DOE describes the industry certification process as a "stamp of excellence" a school can earn "to represent the apex of program quality." To receive this prestigious certification, programs must successfully complete an intensive documentation process and rigorous reviews by leaders from business and industry. Mrs. Austin (the CHS Engineering Teacher) completed all the required documentation, interviews, school visits, and recommendations required to certify the program by the Georgia Department of Education and the International Technology and Engineering Educators Association during the 2013-2014 school year. The certification is valid for a five-year period after which our program will be required to recertify in the 2018-2019 school year.
It has been our system goal for many years to assist every student in crossing the digital divide by ensuring that every student is technology literate regardless of race, ethnicity, gender, family income, geographic location, or disability. We recognize that students must use and learn with technology to become masters of technology. Technology-rich learning environments are now available to all children regardless of the school, department, or class. The increased access to technology by our teachers and students has resulted in increased technology literacy. In addition, challenged to solve real world problems using the twenty first century technology tools, students are provided with increased opportunities to think logically, to problem solve creatively, to master communication skills, and to work collaboratively in teams. These increased opportunities have resulted in a clear-cut increase in student engagement and interest in science, technology, engineering, and math.
To ensure our students are prepared for postsecondary and workforce readiness, our school system encourages all CTAE Program Areas to complete the industry certification process co-sponsored by the Georgia Department of Education and leading business and industry agencies. The Georgia DOE describes the industry certification process as a "stamp of excellence" a school can earn "to represent the apex of program quality." To receive this prestigious certification, programs must successfully complete an intensive documentation process and rigorous reviews by leaders from business and industry. Mrs. Austin (the CHS Engineering Teacher) completed all the required documentation, interviews, school visits, and recommendations required to certify the program by the Georgia Department of Education and the International Technology and Engineering Educators Association during the 2013-2014 school year. The certification is valid for a five-year period after which our program will be required to recertify in the 2018-2019 school year.
CHS SWEA Students vs State Average on SAT Scores
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CHS SWEA Students AP Exam Average
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CHS Engineering Students EOCT Scores
Artifacts:
Industry Certified Programs at CHS:
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STEM Students (Brenden Whitaker [BYU] and Arizona Greene [Yale]) were selected to give the keynote address at the West Georgia RESA STEM Conference.
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