Urban Systemic Program in Science, Mathematics, and Technology Education (USP): St. Louis Urban Systemic Program (SLUSP)

圣路易斯公立学校通过圣路易斯城市系统方案为42，673名学生提供服务，其中81.7%有资格享受免费/减价午餐，15.3%是残疾学生，80%是非洲裔美国人，17.4%是白人-非西班牙裔，1.5%是亚洲/太平洋岛民，1.1%是西班牙裔，圣路易斯城市系统倡议（USI）下实现的实质性成就的基础上，实施战略，确保有效的教学和学生在整个地区的所有学校的科学和数学的成功。 学区的政策涉及数学和科学毕业要求，教师和其他工作人员的专业发展，以及与学生成绩，学生评估和计划评估，课程设计目标/指标相结合的问责制计划，以及明确的学生学习成果，每所学校的年度绩效标准，校本管理，在教学中融入技术是整个改革进程的框架、推动因素和方向。SLUPS的目标包括改进基于标准的，以探究为中心的科学和数学教育的实施，为所有学生注入技术，学前班-12;提高科学和数学教学人员的能力;扩大与学院和大学的合作，以培养科学和数学教师;该地区的计划是由一个实施战略，其中包括以下要素通知：-全面实施基于标准的，以调查为中心的科学和数学教育计划与技术注入所有学生，学前班-12;- 确保全面实施的计划是一个无缝的，统一的教学和学习序列，涉及基于标准的课程，教学和评估的连续性，并对学生的学习负责;-通过以严格的内容和绩效标准为特征的专业发展和教师教育计划，提高科学和数学教学人员的能力;及-利用最先进的科技和学生支援计划，提高教与学的成效。学生学习支援计划已界定学生在四个范畴的成绩基准/目标，包括基线数据：1）在由密苏里州成就计划（MAP）管理的全州范围内的数学和科学部分的表现，2）在地区范围的TerraNova成绩测试的数学和科学部分的表现，3）入学人数，以及完成百分比，选定的数学和科学高级高中课程，以及4）数字采取，以及在SAT和ACT等大学入学考试中取得的分数。 此外，还明确为该区黑人学生制定了更高的进步基准，以缩小白色学生和黑人学生在高等数学和科学课程以及大学入学考试方面的现有差距。

The St. Louis Public Schools (SLPS) serving 42,673 students, of which 81.7% are eligible for free/reduced lunch, 15.3% are students with disabilities, 80% are African American, 17.4% White-non-Hispanic, 1.5% Asian/Pacific Islander, and 1.1% Hispanic, through the St. Louis Urban Systemic Program (SLUSP), proposes to build upon the substantial accomplishments realized under the St. Louis Urban Systemic Initiative (USI) to implement strategies that ensure effective teaching and student success in science and mathematics in all schools throughout the District. The District's policies bearing on mathematics and science graduation requirements, teacher and other staff professional development, and accountability programs conjoined to student achievement, student assessment and program evaluation, curriculum designs objectives/indicators coupled to explicit student learning outcomes, the annual performance standards for each school, school-based management, and infusion of technology into the delivery of instruction serve as the framework, enablers and direction for the overall reform process. The goals of the SLUSP include improving the implementation of standards-based, inquiry-centered science and mathematics education with technology infusion for all students, pre-K-12; increasing the competency of the science and mathematics instructional workforce; expanding the collaborations with colleges and universities for the production of science and mathematics teachers; and increasing the number of skilled entrants into the technology-based workforce.The District's program is informed by an implementation strategy that includes the following elements:- Full implementation of the standards-based, inquiry-centered science and mathematics education program with technology infusion for all students, pre-K-12;- Ensuring that the fully implemented program is a seamless, unitary teaching and learning sequence with regard to the continuum of the standards-based curriculum, instruction, and assessments with distributed accountability for student learning;- Increasing the competency of the science and mathematics instructional workforce through professional development and teacher education programs characterized by demanding content and performance standards; and- Enhancing teaching and learning outcomes through the use of state-of-the-art technologies and student support programs.The SLUSP has defined Student Achievement Benchmarks/Targets, inclusive of baseline data, to be attained in four areas of student achievement:1) performance on the mathematics and science portions of the statewide tests administered by the Missouri Achievement Program (MAP), 2) performance on the mathematics and science portions of the District-wide TerraNova achievement tests, 3) numbers enrolling in, and the percentage completing, selected advanced high school courses in mathematics and science, and4) numbers taking, and the scores achieved on, college placement exams such as the SAT and ACT. In addition, even higher improvement benchmarks for the District's black students were formulated explicitly in order to narrow the existing differences between white and black students on higher level math and science courses and on college placement exams.