The Effects of Pre-Engineering Studies on Mathematics and Science Achievement for High School Students*

In this study, we examine the relationship between student enrollment in a pre-college engineering course, Project Lead The Way, and student achievement in science and mathematics. Using multiple regression analysis (N = 176), controlling for prior achievement, free/reduced lunch eligibility, and gender, students enrolled in PLTW courses performed marginally significant better in mathematics than those who did not enroll in the course at 0.10 alpha level. However, there is no significant relationship between PLTW course enrollment and student achievement in science. We discuss the implications for these findings and provide recommendations focusing on: making explicit integration between academic content and pre-engineering principles; developing assessments that adequately represent students’ learning experiences in pre-college engineering; and examining the impact of student prior achievement and social backgrounds on students’ later academic development and career opportunities in engineering.