Results

CTL is the #1 producer of physics teachers in the United States.

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

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

In 2014-15, CTL 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, CTL 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.”

CTL 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.

CTL, 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 CTL methods and 175 teachers have completed teacher certification in physics or chemistry.

Approximately 2.5 million students learned from CTL’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, CTL’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.

PSI-PMI Research

"A New High School Science Program and Its Effect on Student Achievement in Mathematics and Science" by Robert Goodman. Dissertation on PSI by Dr. Robert Goodman, creator of PSI-PMI, outlining the effects of the program, and it’s teaching methods, on one high school. These methods are also employed with mathematics by PMI.

"How Well Do Advanced Placement Students Perform on the TIMSS Advanced Mathematics and Physics Tests?" by Eugenio J. Gonzalez, Kathleen M. O’Connor, and Julie A. Miles. This study compares AP performance to international results for AP Physics and Mathematics.

"PMI-PSI – An Innovative Strategy to Generate Meaningful Mathematics and Science Learning Among Students" by Edith Rojas and Robert Goodman. This report discusses the impact of PSI-PMI in San Luis province in Argentina.

"Report on the April 2013 New Jersey Center for Teaching and Learning Training Mission to The Gambia" by Robert Goodman, Rosanna Satterfield, and Rycki Waldeck. This report outlines the outcomes and recommendations for ongoing implementation of PSI-PMI in The Gambia.

"Progressive Math and Science Initiatives in the Gambia: Program Evaluation" by Hanover Research. This report outlines the outcomes from the implementation of PSI-PMI in The Gambia. Released September 2014.

"Program Evaluation Data Collection Protocols" by Hanover Research. This document outlines a research design to support CTL in evaluating PSI-PMI school implementations.

"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.

PSI Research

AP Physics B Participation and Passage Analysis A new study conducted by Hanover Research 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. 

"Newark Students Demonstrate Dramatic Gains in Algebra Scores" The effect of a 9th grade physics course on the Algebra I End of Course (EOC) test for 9th graders in Newark Public Schools is surprisingly large and encouraging news, according to CTL Director Dr. Robert Goodman. “Especially when we consider that the successful completion of Algebra I by the end of9th grade is the second best indicator of whether a student will graduate from college.

"CTL – The #1 Producer of Physics Teachers" On the heels of learning that its PSI reversed the achievement gap for advanced placement physics participation in a number of New Jersey high schools, CTL has also confirmed that it creates more physics teachers each year than any college or university in the nation.

"Ninth Grade Physics Reverses Science Achievement Gap" This report shows the results in 2014 of PSI in New Jersey high schools on AP Physics participation.

"Ninth Grade Physics Reverses Science Achievement Gap" This report shows the results in 2012 of PSI in New Jersey high schools on AP Physics participation.

"Squaring the Circle: A Mathematically Rigorous Physics First" from The Physics Teacher, by Robert Goodman and Eugenia Etkina. This paper describes and supports the physics first science sequence.

"Female Participation in the Progressive Science Initiative" by Dr. Robert Goodman. This report discusses the impact of the PSI on the participation of females in Advanced Placement sciences.

"External Evaluation of the Progressive Science Initiative, Alumni Survey" by Glenn F. Nyre. An evaluation of the PSI certification programs for physics.

"External Evaluation of the Progressive Science Initiative, Alumni Survey" by Glenn F. Nyre and Christine Talbot. A second evaluation of the PSI certification programs for physics and chemistry

"External Evaluation of the Progressive Science Initiative, Alumni Survey" by Glenn F. Nyre and Christine Talbot. A third evaluation of the PSI certification programs for physics and chemistry

"Imparting Meaning to Mathematics: Student Perceptions of the Effect of Ninth-Grade Physics on Learning Mathematics" by Robert Goodman. This study focused on how students enrolled in an intensive algebra-based physics course perceived that it had affected their understanding of mathematics.

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

PMI Research

"Progressive Mathematics Initiative: Adams 50 Evaluation" by Hanover Research. In this report, Hanover Research studies the effects of implementing the Center for Teaching and Learning’s (CTL’s) Progressive Mathematics Initiative (PMI) in the schools of the Westminster, Adams County 50 (Adams 50) School District, in Colorado.

"Progressive Mathematics Initiative (PMI), 8th Grade Standardized Test Results" by Dr. Rosemary Knab. A report showing the results of 8th grade state assessments for four districts using PMI.

"External Evaluation of the Progressive Mathematics Initiative" by Glenn F. Nyre. A third party evaluation of PMI during it’s early development by six middle schools and CTL.

×