51. Courses and Certifications PSI Program LAUNCH Summer 2009 Fall 2009 Spring 2010 Summer 2010 Fall 2010 Spring 2011 Summer 2011 Fall 2011 Spring 2012 Summer 2012 Fall 2011 Spring 2012 Physics Teacher Courses & Certifications Physics I & Physics 9 Certification Physics II Physics III & Physics Certification Physics High School Courses 9th Grade Physics 9th Grade Physics & 10th Grade Physics AP B Chemistry Teacher Courses & Certifications Physics I Chemistry I & Chemistry 10 Certification Chemistry II Chemistry III & Chemistry Certification Chemistry High School Courses 10th Grade Chemistry 10th Grade Chemistry & 11th Grade AP Chemistry Biology Teacher Courses & Certifications Physics I Chemistry I Biology I & Biology 11 Certification Biology II Biology III & Biology Certification Biology High School Courses 11th Grade Biology 11th Grade Biology & 12th Grade AP Biology
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60. AP Physics B Requests High School Students Surveyed on 12/9
A Foundation created and initially funded by the NJEA in 2006 Its mission is to empower teachers to lead change so that all children have access to a high quality education One aspect of that mission is to work with teachers to spread and improve successful programs so that all students benefit
This shows the results obtained at Bergen Tech – Teterboro. The vertical axis represents how the number of AP exams taken compares as a multiple of the NJ rate (ie. In 2008 BT students too more than 5 times the number of AP science exams than was average for NJ). Also, note that AP performance outside of science and math are not exceptional.
The passing rate is also much higher than that of NJ.
These slides show the results obtained at Bergen Tech – Teterboro. The vertical axis represents how the number of AP exams taken compares as a multiple of the NJ rate (ie. In 2008 BT students too more than 5 times the number of AP science exams than was average for NJ). Also, note that AP performance outside of science and math are not exceptional.
These slides show the relative rate of AP science exams being passed at Bergen Tech – Teterboro. The vertical axis represents how the number of AP exams passed (3+)compares as a multiple of the NJ rate (ie. In 2009 BT students too more than 23 times the number of AP Physics B exams than was average for NJ).
Student interest in science was also much increased; students opted for an average of more than 1.3 years of science beyond the required 3 years.
The students in the school are typical for their county in terms of racial composition. This is a diverse population with many students who are typically underrepresented in science and math.
The poverty rate of the students is above that of the county from which they are drawn.
Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
Significant continual improvement in quantitative measures: AP exams taken; AP exams passed; state tests passed; and SAT subject test scores High levels of student interest in science and math based on elective choices and college majors High student and teacher morale An ability to “grow its own” great teachers on an ongoing basis along with low turnover of current teachers
![Progressive Science Initiative Bob Goodman NJ Center for Teaching and Learning [email_address]](https://image.slidesharecdn.com/psi-districtpresentation-091210-091211113800-phpapp01/85/Psi-District-Presentation-091210-1-320.jpg)
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