I-Corps L: Scaling Up STEM Equity Audits

通过NSF创新团队学习计划（I-Corps L），该项目将允许STEM股权审计（STEM-EA）的规模化和商业化。STEM-EAs确定并应对学校和地区内数学和科学活动中的不平等现象。在许多学校，白人和男性学生在高级STEM课程中的比例过高，而少数民族和女性学生更有可能参加补救STEM课程。STEM项目的入学率、成功率和完成率也遵循类似的趋势。 STEM-EAs衡量代表性不足的STEM学生的气候，并帮助理解为什么他们可能不选择STEM课程和计划。STEM-EA还考虑不同背景如何影响标准化评估差异。这是通过从多个来源收集数据来实现的，包括：学校/地区/县/州/联邦数据;对家长、学生、教师和管理人员的调查;以及影响地区/学校公平的政策数据。STEM-EAs着眼于具有相似人口统计和课程标准化的比较学校的不平等，以进一步了解数学和科学课堂实践是如何不公平的。STEM-EAs不仅可以确定存在差异的地方，还可以确定这些不平等存在的原因。这个项目有可能推进知识沿着线为干权益工作在K-12环境。尽管教育工作者和管理人员都意识到了这些差距，但人们对STEM不平等是如何在学校重现的知之甚少。STEM-EA将允许学校管理者隔离和识别导致不公平的因素，然后根据数据启动具体的改革。这种知识技能有可能改变使用这种工具的地区的STEM管道。虽然公平审计越来越多地用于地区，作为解决学校中所有不公平现象的一种方式，并包括学科特定的指标，但STEM-EA的唯一目的是解决学生参加STEM课程和活动的问题。

Through the NSF Innovation Corps for Learning Program, (I-Corps L), this project will allow for the scaling and commercialization of STEM Equity Audits (STEM-EAs). STEM-EAs identify and confront inequities specifically in mathematics and science activities within schools and districts. In many schools, Caucasian and male students are overrepresented in advanced STEM classes while minority and female students are more likely to be enrolled in remedial STEM classes. The enrollment, success and completion rates from STEM programs follow similar trends. STEM-EAs measure the climate for underrepresented STEM students, and help understand why they may not choose STEM classes and programs. STEM-EAs also consider how different contexts influence standardized assessment disparities. This is accomplished by collecting data from multiple sources including: school/district/county/State/Federal data; surveys of parents, students, teachers, and administrators; and data around policies that impact equity in district/schools. STEM-EAs look at inequities across comparison schools with similar demographics and curricular standardization to further understand how math and science classroom practices are inequitable. STEM-EAs not only identify where disparities exist, but also the reasons these inequities exist. This project has potential to advance knowledge along the lines for STEM equity work in K-12 environments. Little is known about how STEM inequities are reproduced in schools, despite the fact that educators and administrators are aware of the gaps. STEM-EAs would allow school administrators to isolate and identify factors contributing to the inequities, and then initiate specific reforms based on data. This knowledge skill has the potential to change the STEM pipeline in districts using this tool. While equity audits are increasingly used in districts as a way to address all inequities in school, and have included discipline specific metrics, STEM-EAs are conducted with the sole purpose of addressing students' access to STEM classes and activities.