Teaching Statistics

Adapting the passion‐driven statistics curriculum for transition to high school

Early View

Summary We adapted a multidisciplinary, project‐based curriculum to introduce high school students to statistical inquiry. We examined student background characteristics, learning experiences, and course outcomes for 30 students aged 12 to 14 entering ninth grade who were involved in a 1‐week, accelerated version of a Passion‐Driven Statistics curriculum. On average, students rated the experience as very rewarding and the majority (70.0%) felt they had accomplished more than they had expected. Over half found the course more useful compared with other courses they had taken, and two‐thirds reported receiving more individualized support. Over 70% reported interest in taking a future programming course, despite the fact that most of them entered the course with no previous programming experience. Results suggest that a multidisciplinary project‐based curriculum could be adapted to an accelerated 1‐week summer experience for youth as young as 12 from underrepresented communities, providing a model that introduces statistical inquiry in an engaging manner.

Related Topics

Related Publications

Related Content

Site Footer


This website is provided by John Wiley & Sons Limited, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ (Company No: 00641132, VAT No: 376766987)

Published features on StatisticsViews.com are checked for statistical accuracy by a panel from the European Network for Business and Industrial Statistics (ENBIS)   to whom Wiley and StatisticsViews.com express their gratitude. This panel are: Ron Kenett, David Steinberg, Shirley Coleman, Irena Ograjenšek, Fabrizio Ruggeri, Rainer Göb, Philippe Castagliola, Xavier Tort-Martorell, Bart De Ketelaere, Antonio Pievatolo, Martina Vandebroek, Lance Mitchell, Gilbert Saporta, Helmut Waldl and Stelios Psarakis.