Teachers’ Participation in Research Programs Improves Their Students’ Achievement in Science
Samuel C. Silverstein,1,*
Jay Dubner,1
Jon Miller,2
Sherry Glied,3
John D. Loike1
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.
2 International Center for the Advancement of Scientific Literacy, 112 Natural Science Building, Michigan State University, East Lansing, MI 48824, USA.
3 Department of Health Policy and Management, Columbia University, 630 West 168th Street, New York, NY 10032, USA.
* To whom correspondence should be addressed. E-mail: scs3{at}columbia.edu
