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Patchogue‑Medford honors students, and an AP Research student presents study linking teacher recognition to motivation
Summary
The board recognized staff who helped a choking student and announced top graduates; AP Research student Rehea Gonzalez presented survey findings (75 students, 42 teachers) that the presenter said show positive correlations between teacher recognition and student motivation and reported that 56% of surveyed teachers prioritized student growth over raw scores.
The Patchogue‑Medford board recognized staff members and students and heard an AP Research capstone presentation on teacher recognition and student motivation.
Board members publicly thanked cafeteria staff Mr. Hogland and Miss Shine for intervening when a student choked; a school representative described their quick action and the board presented certificates.
Administrators announced the district’s top three seniors: Khloe Lynn (class essayist, 103.5 GPA, attending Rochester Institute of Technology), Michael (103.8 GPA, attending University of South Carolina) and Taylor (valedictorian, 104.6 GPA, attending University of Connecticut). The board extended congratulations to students and families.
In a prepared presentation, AP Research student Rehea Gonzalez described a mixed‑methods, correlational survey of Long Island high‑school students (grades 9–12) and teachers in AP/honors courses. Gonzalez said 75 students and 42 teachers completed surveys (117 total) and summarized correlations between number of AP/honors classes, overall average and reported motivation. Gonzalez reported a positive relationship between teacher recognition practices and student motivation and cited several statistical correlations and descriptive results (presenter narrative included means, standard deviations and a finding that 56% of teachers surveyed preferred emphasizing student growth over raw test scores).
Gonzalez and trustees discussed methodology, sample limits (no race/ethnicity questions), and generalizability; Gonzalez noted the study’s small, single‑district sample and recommended further research.
The board praised the student presenter and the district said it will explore ways to share findings with teachers and incorporate recognition practices where appropriate.
