History
Gov. M. Jodi Rell (center) announces funding up to $13.2 million for CBIA to launch Project Opening Doors. She is joined by Clay Mulford, chief operating officer of the National Math and Science Foundation (NMSI), the organization that awarded the grant; John Rathgeber, president and CEO of CBIA; Don Clarke, of the ExxonMobil Foundation, which provides funding for NMSI; and Lauren Kaufman, executive director of CBIA's Education Foundation.
On September 6, 2007, Governor M. Jodi Rell announced that Connecticut had been awarded up to $13.2 million in grant money from the nonprofit National Math and Science Initiative (NMSI) to address the underachievement of American students in science, mathematics and English and the lack of adequate training for math and science teachers. Strategies identified by NMSI as effective at addressing these problems included
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scaling up Advanced Placement (AP) and Pre-AP courses in math and science
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extensive teacher training in AP
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additional time on task for students
- financial incentives for students who earn passing grades on AP tests, as well as financial rewards for their teachers
- cultivation of mentor teachers to provide AP program leadership within their schools
Hear Dr. Cam Vautour, president of CBIA’s Project Opening Doors, in a May 9 radio interview with Sam Gingerella on Face Connecticut, WTIC AM's weekend public affairs program. Joining them are two Connecticut teachers named “All American Teachers of the Year” by the National Math and Science Initiative (NMSI). Patricia Trask, an English teacher at Coventry High School, and Fred Carofano, a statistics teacher at East Hartford High School, talk about the award, their students and the success of Project Opening Doors.
Watch POD President Cam Vautour's interviews with NBC Connecticut's Tom Monahan on Connecticut Newsmakers, Channel 30, and on News 12 Connecticut's Education Notebook.
Project Opening Doors (POD) is a partnership between the public and private sectors that seeks to increase Connecticut students' participation and achievement in Advanced Placement courses and better ensure their success in college. This initiative, which focuses on underrepresented student populations, involves representatives from education, government and business.
The academic achievement gap that separates students in our wealthiest districts from those in socioeconmomically disadvantaged areas is a critical issue confronting our state. Another is the face that a large segment of the workforce is preparing to retire at the same time that Connecticut is facing a shortage of younger, skilled workers to replace them.
Currently 23 Connecticut High Schools participate in Project Opening Doors.
Our Vision
Our vision is that Connecticut becomes an ever-better place to learn, grow, work and prosper. Toward that end, our mission focuses on supporting business and enterprise, raising academic expectations for all Connecticut students, and preparing our youth for the challenges of today’s — and tomorrow’s — high-skill, high-demand jobs. Project Opening Doors builds on our belief in the power of public and private partnerships to make this vision a reality.
Goals
Connecticut was one of only 6 states initially selected (out of 28 that had applied) to receive a grant from NMSI. The grant will fund several initiatives over six years, starting with the 2008-2009 school year. These initiatives, which form the core of Project Opening Doors, will
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foster the next generation of scientists and engineers through rigorous academics in Connecticut’s schools
- specifically encourage excellence in math, science and English by way of increased student participation in AP classes and financial incentives for achievement
- step up professional development of teachers in AP subjects and methodologies through mentoring and intensive summer programs
Project Opening Doors First Year Success
Recently released College Board data show that the number of exams passed by Project Opening Doors’ students in AP math, science and English increased by 12 percent – over twice the national average and three times the overall State of Connecticut average.
These results confirm that many more Connecticut students can excel in highly rigorous courses if given the opportunity and support.
Project Opening Doors’ nine schools proved particularly successful with minority, low income, and female students when compared to Connecticut as a whole.
With respect to African American and Hispanic students Connecticut showed an increase in passing scores of 2.3% while Project Opening Doors’ recorded a 26.2% increase.
Passing rates in math, science, and English AP courses for low income students in Connecticut showed a decrease of 2.2% while Project Opening Doors’ schools reported a 10.1% increase passing scores.
The increase of passing scores for females in Project Opening Doors’ schools was ten times greater than that of the State of Connecticut as a whole (46.4% (POD) vs. 4.4% (State of CT)).
See related information on the following links.
2009 Cohort 1 AP Scores Analysis
