HR-PAL: Hampton Roads Partnership for Algebra-

HR-PAL：汉普顿道路代数伙伴关系由汉普顿大学领导，还包括作为核心合作伙伴的保罗·d·坎普社区学院、托马斯·纳尔逊社区学院、切萨皮克学区、汉普顿学区和诺福克学区。这个MSP-Start伙伴关系项目正在开发伙伴关系和工具，最终将形成一个完整的数学和科学伙伴关系提案，目的是提高初高中学生的代数技能。合作伙伴将创建一个框架，以了解学校知识与设计和工程素养之间存在的交叉点，包括数学在现实世界中的应用。该项目的重点是缩小典型的学校数学问题（包括简单的程序和简化的数字）与在不同背景下应用适当的数学技能的能力之间存在的差距。该项目利用评估管理员（来自合作学区）的数据来评估提高学生代数成绩所需的条件。HR-PAL领导团队正在通过参与活动来解决MSP计划的所有五个特点：1)加强代数教育，2)帮助学生培养解决问题和批判性思维的能力，3)激励学生。这些活动让学生获得技能，帮助他们走上STEM学科的职业生涯。教师圈和暑期学院正在开展“行动中的代数”项目，并讨论在代数课程中实施这些工具的计划。外部评估人员将进行评估工作，以探索以下研究问题：1)伙伴关系中的组织如何利用伙伴关系的力量？（例如，如果没有合作伙伴，正在发生的哪些变化会降低效率？）2)合作伙伴之间的正式互惠参与对提高教师素质有什么贡献？3)合作伙伴之间的正式互惠参与对开发具有挑战性的课程和课程有什么贡献？4) MSP目标伙伴关系的良好设计是什么？5)关于可持续发展的前景，需求评估告诉了我们什么？6)衡量项目有效性的最佳方法是什么？HR-PAL项目为少数族裔服务机构和工程技术项目提供了一种模式，这些机构和项目在中学教育中几乎没有外联经验。该项目及其研究成果是可复制的，因此能够在该国其他地区采用/适应。一个由一所历史悠久的黑人高等学府、两所社区学院和三个K-12学区组成的团队正在确定影响从六年级到大学数学成绩的因素。领导团队也在识别和建模使良好合作伙伴关系发挥作用的因素，从而为培养工程领导者创造环境。该项目产生了以下成果：1)提高了数学成绩，提高了对代数与获得STEM学位之间相互关系的认识（在K-12学校系统中）；2)增加STEM专业的招生和保留，提高作为少数民族STEM本科教育领导者的知名度，增加STEM专业毕业生（在高等教育机构）的人数；3)增加STEM专业进入劳动力市场的人数，增加（社区的）经济机会。

The HR-PAL: HAMPTON ROADS PARTNERSHIP FOR ALGEBRA is led by Hampton University and also includes, as core partners, Paul D. Camp Community College, Thomas Nelson Community College, the Chesapeake School District, the Hampton School District, and the Norfolk School District. This MSP-Start Partnership project is developing the partnership and tools that will culminate in a full Math and Sciencec Partnership proposal with the objective of improving the algebra skills of middle and high school students. The partners will create a framework for understanding where the intersections exist between school-based knowledge and design and engineering literacy, involving applications of mathematics in the real world. The project is focused on narrowing a gap that exists between typical school mathematics problems (involving straightforward procedures and simplified numbers) and the ability to apply appropriate mathematical skills in different contexts. The project is utilizing data from assessment administrators (from the partnering school districts) to evaluate what is needed to increase student achievement in algebra. The HR-PAL leadership team is addressing all five features of the MSP program through engaging in activities to: 1) strengthen algebra education, 2) help students develop problem solving and critical thinking skills, and 3) motivate students. These activities are allowing students to acquire skills that will help them embark on careers in STEM disciplines. Teachers' Circles and Summer Institutes are being held to develop "Algebra-in-Action" projects and discuss plans for implementation of these tools in the algebra curriculum.An external evaluator will undertake an assessment effort to explore the following research questions: 1) How are the organizations in the partnership capitalizing on the strength of the partnership? (i.e., What change is occurring that would be less effective without the partners?) 2) What contribution does having a formal reciprocal engagement between partners play in enhancing teacher quality? 3) What contribution does having a formal reciprocal engagement between partners play in developing challenging courses and curricula? 4) What is a good design for an MSP Targeted Partnership? 5) What does the needs assessment tell us about the prospects for sustainability? 6) What are the best measures of project effectiveness?The HR-PAL project is offering a model for minority-serving institutions and engineering and technology programs that have little outreach experience in secondary education. The project and its research findings are reproducible, enabling adoption/adaptation in other areas of the country. The team of a historically black institution of higher learning, two community colleges and three K-12 school districts is identifying the factors that impact successful mathematics achievement from grades 6 through college. The leadership team is also identifying and modeling the factors that make good partnerships work, thus creating a context for producing engineering leaders. The project is producing the following: 1) increased achievement in mathematics and an increased awareness of the inter-relationship between algebra and progress towards a STEM degree (in the K-12 school system); 2) increased enrollment and retention of STEM majors, increased visibility as a leader in STEM undergraduate education for minorities, and increased number of STEM majors who graduate (in the institutions of higher education); and 3) increased numbers of STEM majors entering the workforce and increased economic opportunities (for the community).