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May 7, 2026Open Access

Academic and demographic predictors of high school student knowledge of classical physics, quantum physics, and quantum computing in university-based outreach

Key Points

This study aims to identify predictors of knowledge in classical physics, quantum physics, and quantum computing among high school students participating in a QIST outreach program.
Pre-/post-research design with a QIST Integration Framework
Conducted programs over three summers for students in grades 10-12 (N=209)
Utilized lectures, simulations, and hands-on experiences in multiple physics domains
Students showed large effect sizes in overall QIST knowledge and specific domains
No significant differences in outcomes based on gender, ethnicity, or prior course completion except for those who took a science research course
Participants who completed a science research course outperformed their peers with a small effect size

Abstract

With the current growth in quantum information science and technology (QIST) industrial innovation, there is an increasing need to prepare precollege students for post-secondary QIST study and careers. This study examined high school student outcomes from a QIST outreach program held at both a research university and an informal science institution in the United States. The pre-/post-research design incorporated a newly developed QIST Integration Framework that included elements of science, technology, engineering, and mathematics (STEM) integration frameworks as well as conceptual change theories. The program was structured to address the initially counterintuitive, abstract nature of QIST concepts, and its applications, through multiple representations, career awareness modules, and exposure to role models. The program featured lectures, simulations, demonstrations, and hands-on experiences in classical and quantum physics and quantum computing. Students in grades 10-12 (N=209) attended one of six 25-hour outreach programs over three summers (2023-2025). They improved their overall QIST knowledge as well as knowledge in each subdomain of classical physics, quantum physics, and quantum computing, all with large effect sizes. Analysis of variance and analysis of covariance indicated that there were no differences in QIST knowledge outcomes when considering student gender, ethnicity, grade level, and prior mathematics, physics, chemistry, and computer science course completion. However, students who had completed at least one science research course outperformed those who had not completed this course, with a small effect size. This informal summer outreach program demonstrates promise in promoting QIST subdomain knowledge, skills, and applications, which will prepare students for this critical emerging field that advances technological solutions for immediate and future global challenges.

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