CPMSA: "Partnerships for Access and Student Success (PASS)"

纽堡（纽约州）扩大城市学区的建议的目标和目的是与国家科学基金会的目标和目的的全面合作伙伴关系，少数民族学生的成就（CPMSA）。 学区及其合作伙伴设计了从幼儿园到12年级的系统方法，以提高少数民族学生接受的科学和数学教育的质量和数量;增加少数民族学生注册并成功完成高等预科科学、工程和数学课程的人数;并增加继续攻读科学、数学、工程和技术（SMET）本科课程的学生人数，特别是在这些领域代表性明显不足的少数民族学生。 教育委员会一致通过了一项决议，支持CPMSA的使命，促进《2000年目标美国教育法》中定义的科学和数学哲学，并承诺在未来五年内利用现有资源实现这些目标，并在此后继续努力。 学区系统性改革模式的架构包括四个基本特征：核心要素，配套机制，衔接活动，学生，教师和家长的过渡经验。 这些活动将通过三个协调和综合的系统提供，这些系统全年运作：中小企业学生学院、教师协会和家长社区中心。 这些实体将提供多种途径，以实现在学校，工作和生活中取得成功所需的目标导向。 为了激发，鼓励，招募和满足学生的需求，一系列核心数学和科学准备和准备课程，以及各种丰富的机会将渗透到系统中。 课程如Dial-a- Teacher、Homework Hotline、Face to Face Tutoring、Project Adventure、Young Saturdays、Study Skills courses、SAT/ACT Prep courses、College Saturdays and Weekends等将为学生提供持续的支持。 过渡经验将在三个层次上为学生提供：SMET夏令营，仿照我们1995年NSF资助的夏季科学营，将提供两个层次的过渡经验，从小学到初中，从初中到高中;大学桥梁计划将有助于延长管道从高中到大学。 每个过渡经验的一个关键组成部分是它将通过实地考察，影子，指导和实习机会与SMET行业建立联系。 教师研究所的主要目标是发展和加强教师在多元文化环境中教授中小型企业培训课程的能力，并通过以最新教育研究为基础的工作人员发展课程，在纽约大学教师的领导下，改变教学、学习和评估的方式。 教师学院的一个独特方面将是SMET研究员计划，为期4-6周的暑期实习。 家长将积极参与家长社区中心。 卫星位置，战略性地位于整个城市，将欢迎家长。 这些方案将使父母能够在子女教育中成为更积极的伙伴。 通过将教育研究和理论付诸实践，这一拟议的CPMSA将减少并最终解决本地区代表性不足的问题，并有可能在其他地区也经历了少数民族学生在更高层次的SMET课程代表性不足的高度。 ***

The goals and objectives of the Newburgh (NY) Enlarged City School District's proposal are aligned with National Science Foundation's goals and objectives for the Comprehensive Partnership for Minority Student Achievement (CPMSA). A systemic approach K-12 has been designed by the school district and its partners to improve the quality and quantity of science and mathematics education received by minority students; to increase the number of minority students enrolling in and successfully completing higher level precollege science, engineering and math courses; and to increase the number of students who go on to pursue undergraduate studies in science, math, engineering, and technology (SMET), especially minority students who are significantly underrepresented in these fields. The Board of Education has unanimously adopted a resolution that embraces the CPMSA mission, promotes the philosophy for science and math as defined in the Goals 2000 Educate America Act, and commits existing resources to achieve these goals within the next five years and to sustain these efforts thereafter. the framework for the school district's model for systemic reform consists of four essential characteristics: core elements, supporting mechanisms, connecting activities, and transitional experiences for students, teachers, and parents. These will be delivered through three coordinated and integrated systems which function year round: The SMET Student Academy; The Teacher Institute; and The Parent Community Center. These entities will provide multiple pathways to attain the goal orientation needed for success in school, at work, and in life. To excite, encourage, enlist and meet the needs of student, a series of core math and science Readiness and Preparedness Courses, as well as a variety of enrichment opportunities will permeate the system. Programs such as Dial-a- Teacher, Homework Hotline, Face-to-Face Tutoring, project Adventure, Young Saturdays, Study Skills courses, SAT/ACT Pre p courses, College Saturdays and Weekends will offer students continuous support. Transitional experiences will be provided for student s at three levels: SMET Summer Camps, modeled after our 1995 NSF-funded Summer Science Camp, will provide transitional experiences at two levels, from elementary to middle and from middle to high school; a College Bridge program will help extend the pipeline from high school to college. A critical component of each transitional experience is the connection it will make to the SMET industries through field trips, shadowing, mentoring, and internship opportunities. The primary goal of the Teacher Institute is to develop and strengthen the capacity of teachers for teaching SMET courses in a multicultural setting an to alter the way that teaching, learning, and assessment take place through staff development courses based upon the latest educational research and taught under the leadership of the faculty at New York University. A unique aspect of the Teacher Institute will be the SMET Fellows Program, a 4-6 week summer internship. Parents will be actively engaged in the Parent Community Center. Satellite locations, strategically located throughout the city, will welcome parents. The programs will empower parents to become more active partners in the education of their children. By putting educational research and theory into practice, this proposed CPMSA will reduce and ultimately resolve the problem of underrepresentation in our district and has the potential to in other districts that are also experiencing a high degree of underrepresentation of minority students in higher level SMET courses. ***