MSPinNYC2 -- A New Partnership to Transform Urban Secondary School Mathematics and Science Experiences

MSPinNYC2——改变城市中学数学和科学经验的新伙伴关系

• 批准号: 1548041
• 负责人: Pamela Mills
• 金额: $ 518.95万
• 依托单位: Research Foundation Of The City University Of New York (Lehman)
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1548041&HistoricalAwards=false
• 关键词: MSPinNYC2; New; Partnership; Transform; Urban

The MSPinNYC2 project builds on a previous MSP-Targeted Partnership project (DUE-0412413, called the MSPinNYC), with new partners joining most of the original partners, to extend and deepen a promising program called the Peer Enabled Restructured Classroom (PERC), which was piloted during the earlier work. Core partners in the MSPinNYC2 partnership include Hunter College of the City University of New York (CUNY) as lead, the Brooklyn, Queens, Manhattan and Bronx High School Districts of the New York City Department of Education, and three other colleges in the CUNY system: York College, New York City College of Technology, and The Graduate Center. Additional partners include the College Now program at CUNY, the CUNY School Support Organization, and New Visions for Public Schools. The PERC program restructures 9th grade STEM courses to have 7 or 8 Teaching Assistant Scholars facilitate group work on a daily basis. TA Scholars are average-achieving, i.e., not honors, 10th graders who passed the course and the associated required state exit examination during the previous year and are concurrently trained in a TA Scholar course led by the same teacher as the 9th grade class. Pilot studies with PERC during the MSPinNYC project suggested that the program reduces failure rates, closes achievement gaps, and improves graduation rates. Based on lessons learned in the pilot studies with 9th and 10th grades in high schools in Manhattan and the Bronx, the MSPinNYC2 partnership is implementing PERC in nine high schools in Brooklyn and Queens, while expanding the program within three schools in Manhattan and the Bronx to incorporate all of grades 9-12 mathematics and science. A TA Scholar-to-College Pipeline supports TA Scholars throughout high school and prepares them for success in college. Students from PERC schools in all four boroughs who enter CUNY colleges are being mentored during the college freshman year, while STEM faculty and graduate students at the participating CUNY colleges are being supported to incorporate more student-centered pedagogies into freshman year STEM courses. PERC experiences are also being integrated into teacher education programs at the CUNY colleges. The research plan includes studying how PERC serves as a catalyst for school renewal, how the depth and sustainability of PERC implementation support scaling the innovation, how participation by teachers in PERC effects deep change within their practice, and how and why PERC experiences, as well as other forms of student support, lead to improved academic outcomes for students. The evaluation examines the fidelity of implementation and quality of the project's major components to provide formative evaluation, while the summative evaluation focuses primarily on assessing student achievement outcomes, their long-term academic success, and the overall diffusion of PERC into the secondary and post-secondary settings involved in the partnership.

MSPINNYC2项目建立在先前的MSP目标合作伙伴项目（DUDY-0412413，称为MSPINNYC）的基础上，新合作伙伴加入了大多数原始合作伙伴，以扩展并加深了一个有前途的计划，称为同伴支持的重约压制性教室（PERC），该课程在早期的工作中被试用。 MSPINNYC2合作伙伴关系的核心合作伙伴包括纽约市猎人学院（CUNY）作为纽约市教育系的Brooklyn，Queens，Manhattan和Bronx高中区的领导者，以及CUNY系统中的其他三所学院：纽约大学，纽约市技术学院和研究生中心。其他合作伙伴包括在CUNY的大学计划，CUNY学校支持组织以及公立学校的新愿景。 PERC计划重组9年级的STEM课程，有7或8个助教学者每天都有促进小组工作。 TA学者是平均成绩的，即不是荣誉的，他们在上一年通过课程和所需的州出口考试的十个年级学生，并在由9年级班级同一老师领导的TA学者课程中同时接受培训。 MSPINNYC项目期间对PERC进行的试点研究表明，该计划降低了失败率，缩小成就差距并提高了毕业率。基于在曼哈顿和布朗克斯的高中的试点研究中学到的经验教训，MSPINNYC2合作伙伴关系正在布鲁克林和皇后区的九个高中实施PERC，同时在曼哈顿和布朗克斯的三所学校中扩展了该计划，以融入9-12级的9-12级数学和科学。 TA学者到大学的管道在整个高中都支持TA学者，并为他们的大学成功做准备。在大学新生期间，正在为进入CUNY学院的所有四个行政区的PERC学校的学生提供指导，而参与活动的CUNY学院的STEM教师和研究生则支持将更多以学生为中心的教学法融入新生STEM课程中。 PERC经验也正在纳入CUNY学院的教师教育课程。研究计划包括研究PERC如何作为学校更新的催化剂，PERC实施的深度和可持续性如何支持扩展创新，教师参与PERC的参与如何影响他们的实践中的深层变化以及PERC的经验以及为什么其他形式的学生支持，从而提高了学生的学术成果。该评估研究了项目主要组成部分的实施和质量的忠诚度，以提供形成性评估，而总结性评估则主要侧重于评估学生成就成果，其长期学术成就以及PERC的总体扩散到涉及伙伴关系中的中学和后二级设置。