Cultivating Hispanics and African Americans Reading, Math, Science (CHARMS) in Elementary Schools for Girls Conference

在女童小学培养西班牙裔和非裔美国人阅读、数学、科学 (CHARMS) 会议

• 批准号: 1048544
• 负责人: Patricia Larke
• 金额: $ 4.97万
• 依托单位: Texas A&M Research Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1048544&HistoricalAwards=false
• 关键词: Cultivating; Hispanics; African; Americans; Reading

Led by STEM educators at Texas A&M University, this project is analyzing and sharing baseline data on the achievement of African American and Hispanic girls on national and state assessments. The objectives of the project are: (1) To conduct a critical analysis of National Assessment of Educational Progress (NAEP) and Texas Assessment of Knowledge and Skills (TAKS) achievement data for African American and Hispanic female students in grades 3-6 with a focus on sub-test objectives for science, mathematics, and reading over the years 2000-2010; (2) To organize a one-day conference for 100 teachers, administrators and parents from urban, rural and suburban school districts featuring presentation of the data analysis and a national speaker who will share information and lead discussion on why African American and Hispanic girls at the elementary level should begin to think about seeking STEM careers and the required expected academic preparations; (3) To provide conference participants with STEM career information and materials; and (4) To share results of the achievement data analysis at international/national conferences (National Council for Teachers of Mathematics, National Science Teachers Association, American Educational Research Association) and submit papers for publication in scholarly journals,Quantitative and qualitative methodology will be used to respond to three research questions: (1) What are the differences in the academic achievement of African American and Hispanic girls in grades 3-6 on the National Assessment of Educational Progress (NAEP) and Texas Assessment of Knowledge and Skills (TAKS) during the years 2000-2010? (2) What are the voices of African American and Hispanic 6th grade girls about their TAKS test from third grade to sixth grade? (3) What is the impact of a one-day conference on raising the awareness level of educators and parents about academic achievement among African American and Hispanic girls on national and state assessment in grades 3-6 in reading, mathematics, and science? To address question number one, the study will determine if statistically significant differences exist among the variables of race, class, and gender by grades and subject on student performance on the NAEP and TAKS tests and sub-tests in the areas of reading, mathematics and science. To address question number two, a qualitative analysis will be conducted. Students will be interviewed and data will be transcribed, sorted, and categorized into themes. Member checks and triangulation of data will be used to establish validity and reliability of the findings. To address question number three, descriptive statistics will be used to analyze a Likert-type survey instrument that will be developed by the project PI and CoPIs to assess conference objectives. In addition, a purposive sample of participants (teachers and parents) will be interviewed about their participation in the conference and their responses analyzed using qualitative analysis.With a focus on African American and Hispanic girls' academic achievement, the project will provide educators, parents and students through a conference venue and other outlets with valuable information to understand their competency in subjects that can impact their decisions to seek STEM careers.

在德克萨斯农工大学STEM教育工作者的领导下，该项目正在分析和分享非洲裔美国人和西班牙裔女孩在国家和州评估中的成绩基线数据。该项目的目标是：(1)对3-6年级非裔美国人和西班牙裔女学生的国家教育进步评估（NAEP）和德克萨斯州知识与技能评估（TAKS）成绩数据进行批判性分析，重点关注2000-2010年科学、数学和阅读的子测试目标；(2)为来自城市、农村和郊区学区的100名教师、管理人员和家长组织为期一天的会议，展示数据分析，并邀请一名全国发言人分享信息，引导讨论为什么小学阶段的非裔美国人和西班牙裔女孩应该开始考虑寻求STEM职业以及所需的预期学术准备；(3)为与会人员提供STEM职业信息和资料；(4)在国际/国家会议（美国数学教师协会、美国科学教师协会、美国教育研究协会）上分享成果数据分析结果，并在学术期刊上发表论文，采用定量和定性方法回答三个研究问题：(1) 2000-2010年期间，3-6年级非裔美国人和西班牙裔女孩在全国教育进步评估（NAEP）和德克萨斯州知识与技能评估（TAKS）中的学业成绩有何差异？(2)从三年级到六年级，非裔美国人和西班牙裔六年级女孩对自己的TAKS考试有什么看法？(3)为期一天的会议对提高教育工作者和家长对非裔美国人和西班牙裔女孩在3-6年级阅读、数学和科学方面的国家和州评估成绩的认识有什么影响？为了解决第一个问题，该研究将确定学生在NAEP和TAKS考试以及阅读、数学和科学领域的子测试中的表现，在种族、班级、性别、年级和学科等变量之间是否存在统计学上的显著差异。为了解决第二个问题，将进行定性分析。学生将接受采访，数据将被转录、分类并归类到主题中。成员检查和数据三角测量将用于确定调查结果的有效性和可靠性。为了解决第三个问题，将使用描述性统计来分析一个李克特式的调查工具，该工具将由项目PI和项目协调人开发，以评估会议的目标。此外，有目的的参与者样本（教师和家长）将接受采访，了解他们在会议中的参与情况，并使用定性分析分析他们的反应。该项目将重点关注非裔美国人和西班牙裔女孩的学业成就，通过会议场所和其他渠道，为教育工作者、家长和学生提供有价值的信息，以了解他们在可能影响其寻求STEM职业决定的学科上的能力。