Reform Up Close: A Classroom Analysis

教育政策研究中心（CPRE）和中学教学情境研究中心（CRC）提议对改革后中学数学和科学的内容和效果进行为期三年半的研究。本研究的总体目标是：(1)为地方、州和国家政策制定者将提出的关于改革效果的下一代问题提供答案；(2)增加政策制定者对影响课程决策和学生成绩的因素的理解，以应对不断增加的学术要求。本研究的具体目标是：(1)通过对实际内容及其效果进行深入的实证研究，填补现有课程规制和学生标准研究的空白；(2)为政策界提供课程标准在课堂和学校实际实施时的效果的完整图景；(3)建议如何修改和扩大州和地方指标体系的设计，以填补目前对学生课程学习和成绩的理解空白。​该项目将在CPRE主任Susan Fuhrman （Rutgers）的指导下进行。Michael Kirst （CPRE-CRC, Stanford University）和Andrew Porter （CPRE-Wisconsin）将担任联合首席研究员。William Clune将担任高级研究员。两名项目经理和几名研究助理将参与这项研究。Thomas Romberg（数学学习和教学中心），Senta Raizen（国家科学教育改进中心）和Brian DeLany（密歇根州立大学）将为该项目提供咨询。Milbrey McLaughlin（斯坦福大学），CRC主任，将确保与CRC研究的协调。其他顾问包括数学和科学领域的大学和从业专家。该研究扩展并建立在当前CPRE和CRC研究的基础上。近距离、课堂层面的改革，是这两个中心的使命中至关重要但又难以负担的部分。相反，如果没有对两个中心的课程和学生标准改革在地区和学校层面的影响进行现有的研究，则拟议的研究无法有效地进行。

The Center for Policy Research in Education (CPRE) and the Center for Research on the Context of Secondary School Teaching (CRC) propose a three and one half-year study of the content and effects of post-reform secondary school math and science. The overall goals of this study are (1) to provide answers to the next generation of questions that local, state, and national policymakers will ask about the effects of reform and (2) to increase policymakers' understanding of the factors that affect curriculum decisions and student achievement in response to increase academic requirements. The specific objectives of the study are (1) to fill a gap in existing research on curriculum regulation and student standards by conducting an intensive empirical study of actual content and its effects, (2) provide the policy community with a complete picture of the effects of curriculum standards as they are actually implemented in classrooms and schools and (3) to suggest how the design of state and local indicator systems can be modified and augmented to fill current gaps in understanding about student course-taking and achievement. The project will be conducted under the guidance of Susan Fuhrman (Rutgers), CPRE's director. Michael Kirst (CPRE-CRC, Stanford University) and Andrew Porter (CPRE-Wisconsin) will be co-principal investigators. William Clune will serve as senior researcher. Two project managers and several research assistants will participate in the research. Thomas Romberg (Center for the Center Learning and Teaching of Mathematics), Senta Raizen (National Center for the Improvement of Science Education) and Brian DeLany (CRC-Michigan State) will consult with the project. Milbrey McLaughlin (Stanford), CRC's director, will assure coordination with CRC research. Other consultants include university and practitioner experts in math and science. The study extends and builds on current CPRE and CRC research. The up-close, classroom-level look at reform comprises a critical but otherwise unaffordable element of the mission of both centers. Conversely, without the existing research on district- and school-level effects of curriculum and student standards reforms at the two centers, the proposed study could not be efficiently mounted.