MSPinNYC2 -- A New Partnership to Transform Urban Secondary School Mathematics and Science Experiences

MSPinNYC2——改变城市中学数学和科学经验的新伙伴关系

• 批准号: 1102729
• 负责人: Pamela Mills
• 金额: $ 1000万
• 依托单位: CUNY Hunter College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-15 至 2015-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1102729&HistoricalAwards=false
• 关键词: MSPinNYC2; New; Partnership; Transform; Urban

The MSPinNYC2 project builds on a previous MSP-Targeted Partnership project (DUE-0412413, called the MSPinNYC), with new partners joining most of the original partners, to extend and deepen a promising program called the Peer Enabled Restructured Classroom (PERC), which was piloted during the earlier work. Core partners in the MSPinNYC2 partnership include Hunter College of the City University of New York (CUNY) as lead, the Brooklyn, Queens, Manhattan and Bronx High School Districts of the New York City Department of Education, and three other colleges in the CUNY system: York College, New York City College of Technology, and The Graduate Center. Additional partners include the College Now program at CUNY, the CUNY School Support Organization, and New Visions for Public Schools. The PERC program restructures 9th grade STEM courses to have 7 or 8 Teaching Assistant Scholars facilitate group work on a daily basis. TA Scholars are average-achieving, i.e., not honors, 10th graders who passed the course and the associated required state exit examination during the previous year and are concurrently trained in a TA Scholar course led by the same teacher as the 9th grade class. Pilot studies with PERC during the MSPinNYC project suggested that the program reduces failure rates, closes achievement gaps, and improves graduation rates. Based on lessons learned in the pilot studies with 9th and 10th grades in high schools in Manhattan and the Bronx, the MSPinNYC2 partnership is implementing PERC in nine high schools in Brooklyn and Queens, while expanding the program within three schools in Manhattan and the Bronx to incorporate all of grades 9-12 mathematics and science. A TA Scholar-to-College Pipeline supports TA Scholars throughout high school and prepares them for success in college. Students from PERC schools in all four boroughs who enter CUNY colleges are being mentored during the college freshman year, while STEM faculty and graduate students at the participating CUNY colleges are being supported to incorporate more student-centered pedagogies into freshman year STEM courses. PERC experiences are also being integrated into teacher education programs at the CUNY colleges. The research plan includes studying how PERC serves as a catalyst for school renewal, how the depth and sustainability of PERC implementation support scaling the innovation, how participation by teachers in PERC effects deep change within their practice, and how and why PERC experiences, as well as other forms of student support, lead to improved academic outcomes for students. The evaluation examines the fidelity of implementation and quality of the project's major components to provide formative evaluation, while the summative evaluation focuses primarily on assessing student achievement outcomes, their long-term academic success, and the overall diffusion of PERC into the secondary and post-secondary settings involved in the partnership.

MSPinNYC2 项目建立在之前的 MSP 目标合作伙伴项目（DUE-0412413，称为 MSPinNYC）的基础上，新合作伙伴加入了大多数原始合作伙伴，以扩展和深化名为 Peer Enabled Restructed Classroom (PERC) 的有前途的计划，该计划在早期工作中进行了试点。 MSPinNYC2 合作伙伴关系的核心合作伙伴包括牵头的纽约市立大学 (CUNY) 亨特学院、纽约市教育部的布鲁克林、皇后区、曼哈顿和布朗克斯高中区，以及 CUNY 系统中的其他三所学院：约克学院、纽约市理工学院和研究生中心。其他合作伙伴包括纽约市立大学的 College Now 计划、纽约市立大学学校支持组织和公立学校的新愿景。 PERC 计划重组了 9 年级的 STEM 课程，配备 7 或 8 名助教学者促进日常小组作业。 TA 学者是指成绩一般（即不是荣誉）的 10 年级学生，他们在前一年通过了课程和相关的所需州结业考试，并同时接受 TA 学者课程的培训，该课程由与 9 年级班级相同的老师负责。 MSPinNYC 项目期间与 PERC 的试点研究表明，该项目降低了失败率，缩小了成绩差距​​，并提高了毕业率。根据在曼哈顿和布朗克斯高中 9 年级和 10 年级试点研究中获得的经验教训，MSPinNYC2 合作伙伴关系正在布鲁克林和皇后区的 9 所高中实施 PERC，同时将该计划扩展到曼哈顿和布朗克斯的三所学校，以纳入所有 9-12 年级的数学和科学。助教学者到大学的管道为助教学者在整个高中期间提供支持，并为他们在大学取得成功做好准备。来自所有四个行政区 PERC 学校进入 CUNY 学院的学生将在大学一年级期间接受指导，同时参与的 CUNY 学院的 STEM 教师和研究生也将得到支持，将更多以学生为中心的教学法融入到新生 STEM 课程中。 PERC 的经验也被纳入纽约市立大学学院的教师教育计划中。该研究计划包括研究 PERC 如何成为学校更新的催化剂，PERC 实施的深度和可持续性如何支持扩大创新，教师参与 PERC 如何影响其实践中的深刻变化，以及 PERC 经验以及其他形式的学生支持如何以及为何能够提高学生的学业成绩。评估检查项目主要组成部分的实施保真度和质量，以提供形成性评估，而总结性评估主要侧重于评估学生的成绩成果、他们的长期学术成功，以及 PERC 在合作伙伴关系所涉及的中学和高等教育环境中的整体传播。