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The percentage of enrollment in physics (PEP) at the secondary level in the United States has been approximately 20% for the past few decades. In an attempt to isolate variables related to physics enrollment, Bryant (1977) conducted a path analysis model of secondary physics enrollment in New York State.This present study is a replication and extension of the study conducted by Bryant. Current data were used to verify the Bryant model and construct models with data available since Bryant's work. Data gathered by the New York State Education Department for the 1990-1991 school year were used. The source of this data included surveys completed by teachers and administrators on student characteristics and school facilities. A data analysis similar to Bryant's was conducted to determine whether the relationships between a set of predictor variables and physics enrollment had changed in the past 20 years. The findings indicate that there has been no change in the set of variables related to physics enrollment. .Each variable in the model will have a theoretical justification. 2 . The model will have at least one path coefficient, which is zero. 3. A total of 75% of the correlations will be statistically significant. 4.All of the regression equations used to calculate the path coefficients will be significant 5. None of the p weights will have a magnitude < 1 standard error of the p weight. .At least 50% of the variance in the PEP will be predicted by the model. at the .01 level.

Twenty years back, our institution hosted a Physics Alliance, an affiliation of university and high school teachers that promoted enhanced instruction in high school introductory physics. Recently our physics department decided to bring back the Alliance. We had incentives for attendance, which included an equipment giveaway, a “make and take” credit toward continuing certification, and free lunch. So far, our attempts have been successful.

The traditional laboratory investigation uses a procedure written on paper; students then record their responses on a supplied data page or laboratory notebook. In an attempt to make this process more efficient, the use of a Learning Management System (in this case D2L) was used to present the material and collect student feedback. Each student had a University supplied laptop, read the procedure from the screen and submitted answers through D2L. As anticipated there was no change in content knowledge. However surprisingly, subjects felt the paper and pencil approach was easier to use than computer entry. In a subsequent study, the same population in the same course completed an on-line only lecture and lab course. We will discuss the student's reaction to this on-line class.

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