The Successful Partnership Enhancement Program (PEP) Model in Appalachian Schools

Authors: Dr. Wimberly Royster, Dr. John Yopp, Dr. Harold Peach, Barbara Shoemaker

• Qualitative and quantitative data support the claim that the unique features of the PEP model contribute to its effectiveness as an ideal strategy for math and science education reform and student achievement in both the K-12 and IHE components of the partnership.
• The PEP model greatly contributes to sustainable relationships between IHEs and K-12 schools in their service regions.

Implications:

• Presentations of the features and results of the PEPs to the Kentucky Council on Postsecondary Education and Department of Education have generated interest in and support fro seeking funding to test the transferability of the PEP model from rural Appalachian to urban and urban-fringe schools and their regional IHEs.
• Presentations of the PEP model and its results to national businesses and their foundations have generated strong interest in its use as a tool for STEM workforce development. An award in recognition of this implication  has been received from the AT&T Foundation to fund a PEP in an urban fringe high school in Bardstown, Kentucky.  This presentation will include published comments from the high school leadership on the value of the PEP partnership model.

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