Using the HPT Model to Improve Advanced High School Science Course Enrollment

Jenna Marie Nikles

In this study, I analyzed the problem of low enrollment in advanced high school science courses using the human performance technology (HPT) model, a framework to analyze and develop interventions that target the root causes of organizational problems (known as gaps). Addressing this problem in the selected school district supported district goals and initiatives, like bridging achievement gaps between student subgroups. Recent publications have supported addressing this problem using an action research approach, as action research has the potential to improve student outcomes regarding their engagement in the sciences and achievement in college or careers (Bryan et al., 2011; Trusty, 2002). I analyzed and addressed the problem using the HPT and established guidelines from major theorists in the field of performance improvement, such as Rothwell (2005) and Gilbert (2013), which helped me ground the project in evidence-based practices. I quantified the extent of gaps in enrollment in one Florida school district considering graduation year; sex; race; and socioeconomic, disability, and ELL statuses. I compared semesters of advanced science coursework per student in the subgroup to the overall population to identify positive or negative gaps. I identified eight gap categories with the largest room for improvement according to their percentage difference from the desired results. Key stakeholders prioritized six of the gap categories for improvement efforts: (a) overall enrollment in advanced and AP science courses, (b) enrollment in chemistry and physics courses, (c) enrollment of male students in life science and chemistry courses, (d) enrollment of female students in physics courses, (e) enrollment of Black and Hispanic students in advanced science courses, and (f) enrollment of students qualifying for free or reduced-price lunch in advanced science courses. During root cause analysis, I uncovered four themes from the qualitative review of employee interviews and graduate questionnaires: resources, information distribution, registration information, and motivation. I then worked with school leadership to use these themes to connect root causes of the problem to the prioritized gaps by creating a fault tree diagram. Through the fault tree analysis, I identified six root causes: (a) the school lacking a clear resource with information about all science courses; (b) the students lacking information about the science courses and related experiences or benefits; (c) the faculty and staff disagreeing about some aspects of the courses and curriculum; (d) the school lacking programs and physical resources accessible to all students to support taking advanced science courses; (e) the school lacking tutoring programs accessible to all students, including incentives for teachers to tutor; and (f) the teachers lacking incentives to participate in recruitment efforts. I then used intervention maps to identify the most appropriate interventions to address each of the six identified root causes. School leaders approved three interventions as presented and a fourth intervention with significant modifications from the original proposal. The four approved interventions were: (a) the science information Canvas course and flyer for students to learn about all science class options; (b) the science registration newsletter for teachers and staff with updates from the science department and guidance counselors; (c) the science course progression desk reference for teachers and staff with information about all science options and required prerequisites; and (d) the science support information spreadsheet with information for teachers and counselors to direct students and families requesting additional help in their science courses. I proceeded with intervention design, development, and formative evaluation using the successive approximation model (SAM) to generate incrementally improving versions of each intervention, incorporating feedback from relevant stakeholders at each iteration (Allen, 2012). I implemented the four interventions at one pilot high school, relying on the science teachers to distribute the Canvas course flyers to students during class and at an evening curriculum fair for incoming ninth graders. I distributed the newsletter, desk reference, and spreadsheet to science teachers, counselors, and administrators to support their recommendations to students about what courses to take and where to go for additional class help. I completed initial summative assessments of the intervention set’s effectiveness using student course requests. The requests showed an overall increase in enrollment in advanced science courses, but they showed a slight decrease in enrollment for AP science courses. I used narrative feedback from stakeholders to assess each intervention’s ability to address the targeted root causes. The Canvas course and desk reference sheet received the most positive feedback, and the newsletter and spreadsheet received mixed feedback regarding their usefulness. I made plans for further summative and confirmative evaluation to assess the intervention set’s effectiveness in each of the six gap categories identified during the performance analysis. I made plans to meet with key stakeholders to review the summative and confirmative evaluation results to decide which interventions to continue and to make any required changes.

Using the HPT Model to Improve Advanced High School Science Course Enrollment

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Using the HPT Model to Improve Advanced High School Science Course Enrollment

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