IDENTIFICATION OF COMMON FACTORS LEADING TO SUCCESS IN THE WESTINGHOUSE COMPETITION IN THE POST NATIONAL SCIENCE FOUNDATION FUNDING ERA AND IMPLICATIONS FOR ADMINISTRATIVE DECISION-MAKERS

It was the purpose of this study to describe the common factors at select high-performing high schools leading to student success in the Westinghouse Science Talent Search Competition. A review of the literature indicated that some high schools have a high success rate in producing Westinghouse winners. The identified factors were translated into administrative practices which may foster success in the Westinghouse Science Talent Search Competition. The instrument used to determine commonalities was a twenty-two item questionnaire that probed the nature and function of the school's science research program. In addition, six schools were identified for an in-depth case study. Among the findings of the study are the following factors present in each of the successful programs: (1) a highly motivated and talented teacher who promoted enthusiasm; (2) teachers with advanced degrees in science; (3) teachers who kept themselves abreast of recent advances by reading journals and periodicals; (4) teachers who were free from homeroom or bus assignments in exchange for running the program; (5) successful programs without exorbitant facilities or equipment; (6) interested and talented students; and (7) a variety of competitions in which students participated. The major conclusion reached is that the most important ingredient in administering a successful science research program is having an interested and talented teacher who is able to promote enthusiasm for and originality in science. The major recommendations for School Boards and Superintendents who wish to provide a successful science research program are as follows: (1) Identify gifted and talented science students who are afforded equal opportunity to science research programs; (2) Organize science research programs that are based at the district level; (3) Seek state funding that is targeted to those districts without the resources to provide library and laboratory experiences; (4) Encourage school administrators who observe the following guidelines: (1) Establish a policy which supports science research programs at the high school level; (2) Recognize the fact that not any teacher can fulfill this position. Therefore, identify and recruit teachers with the necessary enthusiasm and commitment to coordinate this type of program; (3) Delegate the responsibility for the program to the person selected; (4) Provide released time for the coordinator of the program; (5) Seek community support; (6) Evaluate the program and the coordinator periodically.