Research, Evaluation and Technical Assistance: Student Outcome Effects of the Appalachian Math and Science Partnership

研究、评估和技术援助：阿巴拉契亚数学和科学合作伙伴关系对学生成果的影响

• 批准号: 0830716
• 负责人: Eugenia Toma
• 金额: $ 145.87万
• 依托单位: University of Kentucky Research Foundation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-10-01 至 2013-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0830716&HistoricalAwards=false
• 关键词: Research; Evaluation; Technical; Assistance; Student

Academics and policymakers increasingly emphasize that a key to improving educational outcomes in the United States is enhancing the quality of teachers. While the attention to preservice teacher education is important, it will be many years before today's pre-service teachers constitute a majority of the teaching workforce. Hence, the focus of teacher quality enhancement efforts in the near term must be in-service professional development for those already in the teacher workforce. This project is examining the Appalachian Math and Science Partnership (AMSP) effects on student learning. A goal of the partnership is to close the achievement gap in student math and science knowledge through AMSP activities. This study presents a statistical method for evaluating the effects of AMSP participation on student learning. This project employs a research design that involves a two equation model to estimate the independent effects of teacher participation in AMSP on student outcomes. A two equation model is used because estimation is complicated by the fact that teachers and schools voluntarily choose to participate in AMSP. The first equation of the model corrects for the nonrandom nature of selection of schools and teachers into AMSP which, when uncorrected, can also bias the estimates of the program effects. The second equation incorporates the first stage selection estimates and includes other independent variables that would be expected to influence test scores. Alternative measures of student achievement are used.This project is significant for two reasons. First,the project will directly address whether AMSP is improving student outcomes among participating Appalachian teachers and schools. This project also makes an important contribution in establishing a scientifically sound method for evaluating the effects of MSPs and other professional development programs. Developing statistical and other methodological approaches to studying the impact of the effects of these programs is important in the national movement to improve teacher quality and student learning in math and science.

学术界和政策制定者越来越强调，提高美国教育成果的关键是提高教师的质量。虽然重视师范教育是重要的，但要使今天的职前教师占教师队伍的大多数，还需要许多年。因此，短期内提高教师素质的工作重点必须是在职教师的专业发展。 该项目正在研究阿巴拉契亚数学和科学伙伴关系（AMSP）对学生学习的影响。该伙伴关系的一个目标是通过AMSP活动缩小学生数学和科学知识的成绩差距。本研究提出了一种统计方法来评估AMSP参与对学生学习的影响。本研究采用两方程模型来评估教师参与AMSP对学生成绩的独立影响。由于教师和学校自愿选择参加AMSP，估计工作变得复杂，因此采用了两个方程模型。模型的第一个方程修正了选择学校和教师进入AMSP的非随机性，如果不加以修正，也会使计划效果的估计产生偏差。第二个方程结合了第一阶段的选择估计，并包括其他独立的变量，预计将影响考试成绩。学生成绩的替代措施被使用。这个项目是重要的原因有两个。首先，该项目将直接解决AMSP是否正在改善参与阿巴拉契亚教师和学校的学生成绩。该项目还为建立一种科学合理的方法来评估MSP和其他专业发展方案的效果做出了重要贡献。发展统计和其他方法来研究这些方案的影响，对于提高教师质量和学生数学和科学学习的国家运动非常重要。