Adapting the passion‐driven statistics curriculum for transition to high school

Abstract

SummaryWe adapted a multidisciplinary, project‐based curriculum to introduce high school students to statistical inquiry. We examined student background characteristics, learning experiences, and course outcomes for 30 students aged 12 to 14 entering ninth grade who were involved in a 1‐week, accelerated version of a Passion‐Driven Statistics curriculum. On average, students rated the experience as very rewarding and the majority (70.0%) felt they had accomplished more than they had expected. Over half found the course more useful compared with other courses they had taken, and two‐thirds reported receiving more individualized support. Over 70% reported interest in taking a future programming course, despite the fact that most of them entered the course with no previous programming experience. Results suggest that a multidisciplinary project‐based curriculum could be adapted to an accelerated 1‐week summer experience for youth as young as 12 from underrepresented communities, providing a model that introduces statistical inquiry in an engaging manner.