Systemic Reform, Mathematics and Science Education, and Equity In New Jersey

9804925费尔斯通新泽西州教育政策分析中心(CEPA-NJ)建议探索新泽西州体制改革对数学和科学教学质量和公平性的影响。这里收集的信息将为在全国范围内实施系统性改革战略的努力提供参考，但对该州的政策制定者和专业开发商尤其有用。该项目将解决四个问题：1.随着新泽西州标准的实施，教师报告了数学和科学教学的哪些变化？2.哪些因素有助于解释观察到的教学变化？3.教学变化如何影响学生的成绩？4.在为中产阶级、多数族裔儿童和贫困少数族裔儿童服务的学校，州评估对数学和科学教学的影响是否有所不同？这项研究将基于300名四年级教师的样本，分层包括高收入、中等收入和低收入学校，第四组被选为接受过新泽西州SSI计划广泛专业发展的学生。样本将被设计成代表该州的代表。为了跟踪变化，将在两个时间点收集数据。四年级教师将被选中，因为那一年小学生要参加新泽西州新的小学成绩评估(ESPA)，这是新泽西州小学年级系统改革的主要表现。有关教师教学实践的信息将来自教师访谈、学生问卷、教师报告和教师作业档案。除教师访谈外，有关系统改革要素的数据将来自对校长和中央办公室课程专家的访谈。将进行各种定量和定性分析，使我们能够探索国家典型的数学和科学教学，随着时间的推移，教学实践随系统改革的变化，教学实践和影响贫困地区教学的政策的差异，不同因素如何实际影响教学，以及教学对学生结果的影响。将做出积极的努力，在该州范围内传播调查结果。这将包括出版两份时事通讯，在报纸和其他面向教育工作者的出版物上报道调查结果，以及在各种论坛上为教育工作者、公众和政策制定者介绍情况。此外，调查结果将通过学术出版物、会议上的论文演示和其他来源在全国范围内传播。

9804925 Firestone The Center for Educational Policy Analysis in New Jersey (CEPA-NJ) proposes to explore the effects the effects of New Jersey's systemic reform on both the quality and equity of mathematics and science instruction. Information collected here will inform efforts to implement systemic reform strategies throughout the nation but will be especially useful to policy makers and professional developers within the state. The project will address four questions: 1. As standards are implemented in New Jersey, what kinds of changes in math and science teaching do teachers report? 2. What factors help explain the observed changes in instruction? 3. How do changes in instruction affect student outcomes? 4. Are the effects of state assessment on math and science teaching different in schools serving middle class, majority children, and those serving poor, minority children? The study will be based on a sample of 300 4th grade teachers, stratified to include high, medium, and low income schools with a fourth group selected to have received extensive professional development from the New Jersey SSI program. The sample will be designed to be representative of the state. Data will be collected at two points of time in order to track change. Fourth grade teachers will be chosen because that is the year where elementary students take the state's new Elementary School Performance Assessment (ESPA), the major manifestation of systemic reform in New Jersey elementary grades. Information on teachers' instructional practice will come from teacher interview student questionnaires reporting on teachers, and portfolios of teachers' assignments. In addition to teacher interviews, data on elements of systemic reform will come from interviews of principals and central office curriculum specialists. A variety of quantitative and qualitative analyses will be conducted that will permit us to explore typical mathematics and science teaching in the state, changes in teaching practice in re sponse to systemic reform over time, the difference in both teaching practice and policies affecting teaching between rich and poor districts, how different factors actually influence teaching, and the effects of teaching on student outcomes. An aggressive effort will be made to disseminate findings within the state. These will include the publication of two newsletters, reporting findings in the press and other publications geared to educators, and presentations at a variety of fora for educators, the public, and policy makers. In addition, findings will be disseminated nationally through academic publications, paper presentations at conferences, and other sources.