Using data from the 2010 Indiana public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in STEM and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don't, while controlling for being a PLTW student. Additionally, this project explored the mitigating institutional factors that influenced a student majoring in STEM or persisting from their freshman to sophomore year in post-secondary education and if and how these factors varied depending upon if a student took PLTW courses, attended a PLTW school but did not take any PLTW courses, or attended a school that did not offer PLTW.
","abstract_html":"<p>Using data from the 2010 Indiana public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in STEM and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don't, while controlling for being a PLTW student. Additionally, this project explored the mitigating institutional factors that influenced a student majoring in STEM or persisting from their freshman to sophomore year in post-secondary education and if and how these factors varied depending upon if a student took PLTW courses, attended a PLTW school but did not take any PLTW courses, or attended a school that did not offer PLTW. </p>","abstract_has_math":false,"creators":["Sorge, Brandon H"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Technology","degree_department":null,"school":null,"contributors":["Melissa J. Dark","Charles R. Staver","Jenny L. Daugherty"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-10-01T07:00:00Z","date_published":"2014-10-01T07:00:00Z","updated_at":"2026-07-24T03:53:41Z","subjects":["Policy","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://docs.lib.purdue.edu/open_access_dissertations/368","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Melissa J. Dark","Charles R. Staver","Jenny L. Daugherty"]},{"key":"dc:creator","label":"Author","values":["Sorge, Brandon H"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Policy","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://docs.lib.purdue.edu/open_access_dissertations/368"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Using data from the 2010 Indiana public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in STEM and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don't, while controlling for being a PLTW student. Additionally, this project explored the mitigating institutional factors that influenced a student majoring in STEM or persisting from their freshman to sophomore year in post-secondary education and if and how these factors varied depending upon if a student took PLTW courses, attended a PLTW school but did not take any PLTW courses, or attended a school that did not offer PLTW.
"]},{"key":"dc:title","label":"Title","values":["A multilevel analysis of project lead the way implementation in Indiana"]}]}],"canonical_facts":{"dc:contributor":["Melissa J. Dark","Charles R. Staver","Jenny L. Daugherty"],"dc:creator":["Sorge, Brandon H"],"dc:description.abstract":["Using data from the 2010 Indiana public high school graduating class (N=55612), this project employed a multi-level analysis to determine, what if any differences occurred in majoring in STEM and freshman to sophomore year persistence, between students attending a school that offers Project Lead the Way and students that don't, while controlling for being a PLTW student. Additionally, this project explored the mitigating institutional factors that influenced a student majoring in STEM or persisting from their freshman to sophomore year in post-secondary education and if and how these factors varied depending upon if a student took PLTW courses, attended a PLTW school but did not take any PLTW courses, or attended a school that did not offer PLTW.
"],"dc:identifier":["https://docs.lib.purdue.edu/open_access_dissertations/368"],"dc:subject":["Policy","Education"],"dc:title":["A multilevel analysis of project lead the way implementation in Indiana"],"thesis:degree_discipline":["Technology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T03:53:41Z"}