Testing a research/technology-based delivery system to improve student performance in mathematics and science in middle schools in rural, high-poverty communities

虽然数百所学校正在通过综合学校改革示范(CSRD)计划实施改革模式，但大多数实施并不符合CSRD的所有九个标准。越来越多的人担心，通过CSRD项目提供的模式没有充分覆盖贫困社区中与世隔绝的农村学校。这一规划拨款的目的是制定一项严格的研究研究提案，以测试原型模型(有希望的未来模型-PFM)的有效性，该模型符合综合性标准，旨在针对位于偏远农村、高度贫困社区的中学。规划奖将允许合作伙伴和合作者为一项为期五年、分三个阶段的研究奠定基础，以测试全面实施PFM对农村、高度贫困的中学教与学的影响。作为这项提案规划工作的一部分，将成立一个跨学科研究小组(IRT)。该团队将包括代表不同学科和观点的科学家和学者，包括经济学家和农村社会学家。将成立一个交付小组(DT)，以完善要测试的模式，并确保研究建议充分解决在不同情况下实施全面学校改革的复杂性。除了独立专家小组和独立专家小组外，还将成立一个咨询委员会，以便让更多的专业人员(如从业者、国家组织和利益攸关方)参与研究提案。为期一年的规划赠款的目标是充分制定一项研究建议，其中包括一项为期五年的三阶段研究，以回答以下研究问题：在不同情况下对不同类型的教师实施PFM有何不同？PFM能在任何农村社区忠实地实施吗？它要花多少钱？在农村的背景下，它负担得起吗？PFM是否显著提高了学生的数学和科学成绩？

While hundreds of schools are implementing reform models through the Comprehensive School Reform Demonstration (CSRD) program, most implementations they do not meet all nine CSRD criteria. There is growing concern that the models being delivered through the CSRD program have not adequately reached isolated, rural schools in poor communities. The purpose of this planning grant is to develop a rigorous, research study proposal that will test the effectiveness of a prototype model (the Promising Futures Model-PFM) that meets the criteria for comprehensiveness and is designed to target middle schools located in isolated rural, high-poverty communities. The planning award will allow, the partners and collaborators to set the stage for a three-phase, five-year study to test the effects of a fully implemented PFM on teaching and learning in rural, high-poverty middle schools. As part of this proposal planning effort, an Interdisciplinary Research Team (IRT) will be formed. This team will include scientists and scholars representing diverse disciplines and perspectives, including economists and rural sociologists. A Delivery Team (DT) will be formed to refine the model to be tested and to ensure that the study proposal adequately addresses the complexity of implementing comprehensive school reform in diverse contexts. In addition to the IRT and the DT, an Advisory Committee will be formed to bring additional expertise (e.g., practitioners, national organizations, and stakeholders) to bear on the study proposal. The objective of the one-year planning grant is to fully develop a study proposal that incorporates a three-phase, five-year study to answer the following research questions: How does the PFM differ in implementation in diverse contexts with different kinds of teachers? Can the PFM be implemented in any rural community with fidelity? What does it cost? Is it affordable in the rural context? Does the PFM significantly raise student achievement in mathematics and science?