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

圣路易斯公立学校（SLPS）通过圣路易斯城市系统计划（SLUSP）为42,673名学生提供服务，其中81.7%有资格享受免费/减免午餐，15.3%为残疾学生，80%为非洲裔美国人，17.4%为白人-非西班牙裔，1.5%为亚洲/太平洋岛民，1.1%为西班牙裔。建议在圣路易斯城市系统倡议（USI）下取得的重大成就的基础上，实施确保在整个学区所有学校有效教学和学生在科学和数学方面取得成功的战略。学区有关数学和科学毕业要求的政策、教师和其他工作人员的专业发展、与学生成绩相结合的问责制项目、学生评估和项目评估、与明确的学生学习成果相结合的课程设计目标/指标、每所学校的年度绩效标准、校本管理和将技术融入教学的政策作为框架。整个改革进程的推动因素和方向。SLUSP的目标包括为所有k -12学生提供基于标准的、以探究为中心的科学和数学教育的技术灌输；提高科学和数学教学队伍的能力；扩大与高等院校的合作，培养科学和数学教师；增加技术人员进入技术型劳动力的数量。学区计划的实施策略包括以下要素：-全面实施以标准为基础，以探究为中心的科学和数学教育计划，并为所有k -12学生注入技术；-确保全面实施的计划是一个无缝的、统一的教学和学习顺序，涉及基于标准的课程、教学和评估的连续性，并对学生的学习进行分布式问责；-通过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，这些计划的特点是要求严格的内容和绩效标准；通过使用最先进的技术和学生支持计划，提高教学和学习成果。SLUSP确定了学生成绩基准/目标，包括基线数据，以在学生成绩的四个方面实现：1)在密苏里成就计划（MAP）管理的全州考试中数学和科学部分的表现，2)在全学区TerraNova成绩测试中数学和科学部分的表现，3)注册人数和完成百分比。选择高级高中的数学和科学课程，以及在大学入学考试（如SAT和ACT）中所修的数字和取得的分数。此外，为了缩小白人和黑人学生在高等数学和科学课程以及大学入学考试中存在的差距，该学区明确制定了更高的黑人学生改进基准。

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.