Teaching Environmental/STEM College Access Curriculum in
Two Western Washington Title I Elementary Schools
This study attempts to answer the question: What are the best methods for designing Environmental/STEM College Access Curriculum for Title I Classrooms? Participants were 98 5th-grade classes at two Title I schools. The treatment was 15 hours of College Access Curriculum: 7 hours occurred at the North Cascades Institute's Mountain School, eight hours in the students' regular classrooms. The curriculum was taught by Western Washington University students trained as coaches. Data were gathered from elementary students (pre- and post-program surveys, retrospective questionnaire and open-ended question), coaches (essays and teacher evaluations) and teachers (feedback form).
Data gathered from elementary students yielded little reliable or conclusive data to answer the initial question. Coach and teacher data were used to create recommendations for integrating new curriculum into a multi-program project.
The six recommendations were:
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