NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1094395
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1380-3611
Leveraging the Power of Peer-Led Learning: Investigating Effects on STEM Performance in Urban High Schools
Thomas, Ally S.; Bonner, Sarah M.; Everson, Howard T.; Somers, Jennifer A.
Educational Research and Evaluation, v21 n7-8 p537-557 2015
The Peer Enabled Restructured Classroom (PERC) is an instructional innovation developed to address gaps in science, technology, engineering, and math (STEM) in urban high schools. The PERC model changes instruction from teacher led to peer led by bringing peer students into the classroom to lead small-group work. Our study sought to provide empirical evidence in support of the peer-led model as a means of improving STEM learning for tutored students in urban schools. We used propensity score matching to evaluate the innovation's impact on students' achievement on standardized end-of-course tests in two 9th-grade courses--Integrated Algebra and Biology. Results suggest that by the 2nd year of implementation, enrolment in PERC Biology increased the likelihood of passing. Similar effects were not observed for PERC Integrated Algebra, but when comparing cohorts, we found that the 2nd year was twice as likely to pass as the 1st year. We discuss implications for programme improvement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Assessments and Surveys: New York State Regents Examinations
Grant or Contract Numbers: 1102729