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

MSPinNYC2项目建立在之前的以MSP为目标的合作伙伴项目(DUE-0412413，称为MSPinNYC)的基础上，新的合作伙伴加入了大多数原始合作伙伴的行列，以扩展和深化在早期工作中试行的名为支持同行的重组课堂(PERC)的有前途的计划。MSPinNYC2伙伴关系的核心合作伙伴包括牵头的纽约城市大学亨特学院(CUNY)、纽约市教育部的布鲁克林、皇后区、曼哈顿和布朗克斯高中学区，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CUNY的立即学院计划、CUNY学校支持组织和公立学校的新愿景。PERC计划重组9年级STEM课程，让7到8名助教学者每天促进小组工作。助教奖学金获得者是指在上一年通过该课程和相关的所需州级毕业考试，并同时接受助教奖学金课程培训的10年级学生，由与9年级班级相同的老师授课，成绩一般，而不是荣誉。在MSPinNYC项目期间与PERC进行的初步研究表明，该项目降低了失败率，缩小了成就差距，并提高了毕业率。基于从曼哈顿和布朗克斯高中9年级和10年级的试点研究中吸取的经验教训，MSPinNYC2合作伙伴正在布鲁克林和皇后区的9所高中实施PERC，同时在曼哈顿和布朗克斯的3所学校扩大该计划，将9-12年级的所有数学和科学纳入其中。助教学者到大学的管道在整个高中期间支持助教学者，并为他们在大学取得成功做好准备。来自所有四个行政区的PERC学校的学生在大学一年级期间接受指导，而参与的城市大学STEM学院的STEM教职员工和研究生将得到支持，将更多以学生为中心的教学纳入大一STEM课程。PERC经验也被整合到CUNY学院的教师教育计划中。研究计划包括研究PERC如何作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如何在他们的实践中产生深刻的变化，PERC的经历以及其他形式的学生支持如何以及为什么会导致学生学业成绩的改善。评估审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，而终结性评估主要侧重于评估学生的成绩、他们的长期学业成功，以及PERC在伙伴关系所涉及的中学和中学后环境中的整体传播情况。

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.