The Peer Enabled Restructured Classroom (PERC) aims to transform learning in mathematics and science classrooms in urban, public, nonselective high schools through the use of the Peer Enabled Restructured Classroom (PERC) model. Through this model, 9th grade PERC students in STEM courses work in small groups with Teaching Assistant Scholars (TAS) leading their instruction. TASs are average-achieving 10th grade students, not honors students. They are considered the invisible middle, those who passed the STEM course during the previous year, but either did not pass their Regents exam or meet proficiency. Under a teacher’s guidance, TASs teach science or math course material to small groups of approximately five students. PERC narrows the achievement gap between minority and non-minority students in math and science while improving college readiness for all students participating in the project.
What We Do:
In support of the teachers involved in PERC Program, we provide extensive professional development (PD) throughout the year, including instructional coaching (as frequently as every week for teachers new to the program) and monthly workshops. Professional development focuses on classroom protocols and curriculum planning for the PERC mathematics and science courses and for the TAS methods classes. For the TAS methods classes, the Project team encourages the teachers to implement classroom protocols that develop the TAS’ metacognitive skills, such as setting and monitoring goals, and reflective journal writing.
- Each year there are 350 active TAS who are instructing approximately 1,200 students per year.
- 5% of the 2011-12 TAS cohort graduated high school. This is higher than the graduation rates of the same PERC and citywide cohorts, respectively.
- TASs are 4 times more likely to reach college benchmarks compared to well-matched peers from other schools
How to Join:
If you are interested in bringing PERC to your school please contact Ayana Bartholomew, associate director, at firstname.lastname@example.org