Post on 25-Jun-2020
Westat survey model:
• 63 Chapters, selected at random• 667 Coaches• 5,299 Students
Top 10 Craziest, Wildest Things We Learned from the WestatSurvey….(You won’t believe #2)!!
10. The main reason for coaches participate is not to increase test scores but to increase their students’ interest in and excitement for STEM.
Increasingstudents' interest/
excitement
Helping studentslearn/increasing
confidence
Giving studentswith an interest in
math a socialsetting
Studentsadvancing as far
as possible
Other goals Diversifyingstudents
interested inmath/STEM
35.8%
31.6%
17.7%
11.4%
1.8% 1.6%
Main Goal for Coaching
9. Most teachers hear about MATHCOUNTS from other teachers or administrators – not from MATHCOUNTS direct mailings, social media, or other methods.
From principal/otherteacher
Other source
I found it on my own
Email fromMATHCOUNTS
Don't know
Hard copy mail fromMATHCOUNTS
A brochure/free materials
Conference
Other social media (NotFacebook or Twitter)
54.3%
24.2%
7.9%
5.2%
2.7%
2.5%
1.7%
1.1%
0.2%
0.2%
How Coaches First Heard About the MATHCOUNTS Competition Series
8. Most kids hear about MATHCOUNTS from a direct conversation with a teacher or other school staff – not from general announcements or flyers at school, or from other sources (parents, friends, social media).
Teacher/otherschool staff
Parents
Announcement atschool
A friend
Other source
Flyer at school
Other social media(Not Facebook or
Twitter)
50.2%
14.7%
12.6%
10.8%
4.6%
3.9%
0.1%
0.1%
0.1%
How student first heard about the MATHCOUNTS Competition Series
7. Certain training resources were not being utilized due to lack of awareness by coaches.
Coach usage of MATHCOUNTS Competitions Series elements/resources
number of responses and weighted %
0% 10% 20% 30% 40% 50%
Didn MATHCOUNTS Trainer App
MATHCOUNTS Minis (monthlyvideo series)
OPLET database of problemsand solutions
Problem of the week
Practice books
Past competition problems
MATHCOUNTS CompetitionSeries School Handbook
6. Over 80% of students said they wanted to take more math than was necessary in high school, with students in MATHCOUNTS for multiple years reporting a higher propensity to want to take more math.
I will take only the mathclasses I have to in order to
graduate
I like math enough that I willtake some more mathclasses than I have to
I really like math and willtake as many math classes
as I can in high school
I like math so much that Iwill try to find more classes
to take even if my highschool doesn't offer them
Don't know
33.1%
30.4%
18.2%
10.4%
7.9%
Student propensity to take math classes in high school
5. Of those students indicating that they wanted to pursue post-secondary education, 60% indicated that they want to pursue a degree in a STEM field.
Plan for furthereducation
No plan for furthereducation
Don't know
86.2%
13.2%
0.6%
Students' Plans to Pursue Post-secondary Education
Plan to pursue adegree in a math or
STEM subject
Do not plan topursue a degree in
a math or STEMsubject
Don't know
60.0%
31.1%
8.9%
Students’ Future Degree Plans
4. Over 80% of students indicated that participation in the Competition Series increased their confidence in and excitement for math/STEM.
Distribution of student math/STEM perception scoresStudent perception of influence of MATHCOUNTS participation
number of responses and weighted %
-4 -3 -2 -1 0 1 2 3 40%
10%
20%
30%
81% of students
3. 90% of coaches reported that the Competition Series helped to introduce or explore in more depth specific math/STEM topics.
Coach perceived helpfulness of MATHCOUNTS aggregate score distribution
number of responses and weighted %-16 -14 -12 -10 -8 -6 -4 -2 0 2 4 6 8 10 12 14 16
0%
10%
20%
Math/STEM concepts
90% of coaches
2. Over 85% of students indicated an interest in a STEM career…and students were most likely to indicate an interest in becoming an engineer.
Engineer
Computerprogrammer/technician
Scientist
Doctor
Mathematician
Architect
Math/STEM educator
Economist
Don't know
Other math/STEM career
Not interested in amath/STEM career
49.3%
37.3%
36.6%
33.0%
29.6%
21.4%
13.6%
11.1%
9.2%
7.9%
4.3%
Students’ Career Interests
1. Student satisfaction with the Competition Series was high with over 90% of students satisfied with their participation in the program….Thanks to the awesomeness of our volunteers!
Student satisfaction with the MATHCOUNTS Competition Seriesoverall
number of responses and weighted %
(4) Unsatisfied (3) Somewhatunsatisfied
(2) Somewhatsatisfied
(1) Satisfied
0%
20%
40%
60%
DISCUSSION BREAK:
What is your reaction to this information?
How can you use this information to help your efforts at the Chapter or State level?
APT study goals:
• None!
APT data sources:
• APT looked at Competition Series registration data from 1993-2016 (approx. 22,000 records)
• Approximately 22,000 schools• Factored in demographic information for
school• Looked at Chapter Competition test
results for past 7 years (2010-2016)
3. While many schools who drop out return after one year, the majority of schools do not return after ten years.
20%20%
7%
5%4% 3% 2% 2% 2% 1%
55%
0%
10%
30%
40%
50%
60%
1 2 3 4 5 6 7 8
Years Since Participating in MATHCOUNTS9 10+
Perc
entR
etur
ning
Many schools return after one
year, which could be due to teacher
turnover
The majority ofschools do not return within 10
years
2. The longer a school is involved in the Competition Series, the less likely they are to drop out, stabilizing by the fifth year of participation.
50%
45%45%
29%
24%
20%20%
15% 16%
12%13%
11%
7%
5%
0%
10%
15%
25%
30%
35%
40%
1 2 3 4 5 6 7
Years in a Row Involved in MATHCOUNTS8 9 10+
Perc
entA
ttrit
ion
The attrition rate levels off after
about 5 years of tenure
0
50
100
150
200
250
300
350
400
450
500
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
Distribution of 2016 Chapter Competition results
Average score: 16.9 ; Median score: 15; Most frequent score: 14
Average score: 26.3 ; Median score: 27; Most frequent score: 30
0
50
100
150
200
250
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46
Distribution of 2017 Chapter Competition results
1. Years of participation has a significant impact on Chapter Competition results.
% D
iff.F
rom
Ben
chm
ark
Sum of Years Registered Prior to 2011
DISCUSSION BREAK:
What is your reaction to this information?
How can you use this information to help your efforts at the Chapter or State level?