College Ready In Math and Physics Partnership

数学和物理大学准备伙伴关系（College Ready in Mathematics and Physics Partnership）由阿肯色州和俄克拉荷马州的33个学区、位于史密斯堡的阿肯色大学和位于费耶特维尔的阿肯色大学组成，后者将在这些核心合作伙伴中发挥领导作用。此外，以下是支持合作伙伴：美国物理教师协会（AAPT），美国物理学会（APS），大学理事会，美国数学协会（MAA）， Maplesoft，西北阿肯色社区学院（NWACC）和UAF数学与科学教育中心（CMASE）。College Ready旨在在学校和大学教师之间建立垂直和水平的学习社区，以改善影响学生从高中到大学成功过渡的主要发音问题。College Ready将其工作重点放在一些关键时刻，因此主要关注学校和大学之间的衔接问题——大学教师为学校工作做准备，学生为大学数学和科学做准备——以及大学和学科之间的衔接问题。大学准备的主要目的是：1)为学生的大学成功做好准备，特别是在STEM领域a.通过提高发音来平稳过渡到大学b.为大学数学提供改进的安置机制2)提高教师的能力，以提供严格的，成功的课程和课程a.建立学校和大学教师的学习社区b.整理和协商相互竞争的标准和责任3)建立垂直和水平的学习社区以提高清晰度4)准备教师作为课程和教学法的领导者，他们可以a.作为同行教师的导师b.鼓励与内容正确联系的教学法。5)提供有效的学习资源，包括为持续的专业发展和嵌入式英语学习者（ELL）教学制作辅助材料；6)加强职前教育；7)增加学前和高等教育教师的数量，包括招聘和保留教师。最终，College Ready将通过降低大学数学补习率，提高学生在州评估中的熟练程度分数，增加参加大学先修课程（AP）数学和物理课程并在AP考试中获得3分或更高分数的学生人数，以及提高毕业率和大学入学率来证明对学生成绩的影响。College Ready将通过一系列相互关联的活动来实现这些目标，包括高中和大学期望的垂直对齐，密集的内容驱动研讨会，衔接会议，大学课程修订，专业学习社区的创建，以及获得高级学位和认可的机会。它建立在PhysTEC和PMET的既定努力之间并寻求建立协同作用。大学准备的努力是由一组三个研究问题来补充的：在物理、经济学、公共话语和9-14数学中，单位的使用方式是否存在统一的结构？哪些措施最能决定数学的大学准备和分班，数学分班考试如何更好地与高中课程相结合？哪些教育机会影响学生选择中学物理教学职业，哪些因素是可复制的？

The College Ready in Mathematics and Physics Partnership (College Ready) is comprised of thirty-three school districts in Arkansas and Oklahoma, the University of Arkansas at Fort Smith, and the University of Arkansas, Fayetteville, which will serve as the lead among these core partners. In addition, the following are supporting partners: the American Association of Physics Teachers (AAPT), American Physical Society (APS), College Board, Mathematical Association of America (MAA), Maplesoft, Northwest Arkansas Community College (NWACC), and the UAF Center for Mathematics and Science Education (CMASE). College Ready intends to build vertical and horizontal learning communities among school and college faculty in order to improve major articulation issues that impact the successful transition of students from high school to college. College Ready focuses its work on a number of critical junctures and therefore is centered on articulation issues between school and college - teacher preparation in college for work in schools and student preparation in school for college mathematics and science - and among colleges and disciplines.The major intents of College Ready are to:1) Prepare students for college success, especially in STEM Areas a. Smooth the transition to college by improved articulation b. Provide improved placement mechanisms for college mathematics2) Enhance teacher capacity to deliver rigorous, successful courses and curricula a. Build learning communities of school and college faculty b. Sort out and negotiate competing standards and accountabilities3) Build vertical and horizontal learning communities to improve articulation 4) Prepare teachers to serve as curriculum and pedagogy leaders who can a. serve as peer mentors to fellow teachers b. encourage pedagogy that is correctly connected to content, and c. create synergism between mathematics and science classes 5) Make effective learning resources available, including the production of supporting materials for ongoing professional development and embedded English Language Learner (ELL) instruction 6) Strengthen pre-service education7) Improve the number of pre- and postsecondary teachers, including recruitment and retention.Ultimately, College Ready will demonstrate an impact on student outcomes through decreases in college remediation rates in mathematics, increases in student proficiency scores on state assessments, increased numbers of students enrolling in Advanced Placement (AP) mathematics and physics courses and scoring 3 or better on the AP exams, and increased graduation and college-going rates.College Ready will achieve these ends through a series of interconnected activities including vertical alignment of high school and college expectations, intensive content driven workshops, articulation conferences, university course revisions, the creation of professional learning communities, and the opportunity to earn advanced degrees and endorsements. It builds on and looks to establish synergy between established efforts of PhysTEC and PMET. The College Ready endeavors are complemented by a set of three research questions to be pursued: Is there a unifying construct in the way units are used in physics, economics, public discourse, and in 9-14 mathematics? What measures best determine college readiness and placement in mathematics, and how can placement testing in mathematics be better aligned with high school curricula? What educational opportunities influence students to choose a career in secondary physics teaching, and which elements are replicable?