Scaling Up through Networked Improvement (SUNI): Testing a practical theory about improving math outcomes for developmental students at scale

扩大有效项目的规模对于显著改善教育结果至关重要。然而，在一种背景下被证明是有希望的创新往往无法在规模上取得成功。通过网络改进扩大规模(SUNI)项目的目的是了解如何有效地将复杂的教育创新--卡内基数学路径(CMP)应用于各种高等教育机构。该计划是一项系统性的改革，旨在极大地提高发展数学专业大学生的学习成绩。全国每年大约有170万第一次的本科生被安排参加发展数学课程，他们必须完成先决条件和大学水平的数学课程才能完成学位或转学。然而，在社区大学，大约80%的这类学生在3年内没有完成大学水平的数学课程，在综合性的4年制机构中，60%的学生在2年内没有完成。该课程包括两条课程路径，斯塔特韦和昆威，这两条路径可以加速学生在一年内进入和通过大学水平的发展数学。通过以学生为中心和以问题为中心的方法，支持学生的坚持性和参与性，《化学与数学》的教学设计为学生提供了学习与他们的学术目标相关的、引人入胜的数学内容的机会。这项工作的一个显著特点是，实施路径课程的机构被组织为网络改进社区(NIC)。《联合国气候变化框架公约》NIC为机构领导人提供支持，帮助他们了解如何有效实施路径课程，并在成员机构之间和内部分享他们的学习。自2011年推出以来，Statway/Quantway已在58所高等教育机构实施，影响了超过22,000名学生，将发展数学和大学学分完成成功率从约6%提高到50%或更高。Suni项目将把另外12所学院引入NIC，影响至少280名教师。根据目前的课程成功率，与传统的补救措施相比，预计参与网站的学生完成发展数学课程并在大学取得成功的人数将增加1万人。Suni项目将测试和完善一种实用理论，即通过NIC在机构内扩展复杂的教育创新，同时在全国范围内扩展CMP计划。三批高等院校将大规模实施《议定书》。将支持这些机构的领导团队开展一系列执行活动(《议定书》/《公约》执行框架)，方法是利用正式的改进方法和利用网卡作为社会学习结构的一系列系统学习活动。通过广泛的统计研究和深入的领导力学习案例研究，该项目将建立关于什么对谁有效，对谁有效，在什么条件下使用Suni方法的理解。由此产生的证据表明，大规模创新的体制实施以及从这些知识衍生的具体产品，对教育研究、政策制定和课堂实践具有重要价值。该项目结果的传播将为创新、组织变革和改革提供信息，特别是关于在高等教育环境中实施全系统变革的大规模努力。

Scaling effective programs is critical for dramatically improving educational outcomes. Too often, however, innovations that prove promising in one context fail to achieve success at scale. The aim of the Scaling Up through Networked Improvement (SUNI) project is to learn how a complex educational innovation, the Carnegie Math Pathways (CMP), is effectively taken to scale across a variety of institutions of higher education. The CMP initiative is a systemic reform effort to dramatically improve the outcomes of college students who place into developmental mathematics. Roughly 1.7 million first-time undergraduates are placed into developmental mathematics courses each year across the country and must complete prerequisites as well as a college-level mathematics course to complete a degree or transfer. However, in community colleges, approximately 80% of such students do not complete a college-level mathematics course within 3 years, and in comprehensive 4-year institutions 60% fail to do so within 2 years. The CMP consists of two course pathways, Statway and Quantway, that accelerate students who place into developmental mathematics to and through college-level mathematics in a single year. CMP's instructional design provides students with opportunities to learn mathematics content that is engaging and relevant to their academic goals using a student-centered and problem-centered approach that supports students' persistence and engagement. A distinctive feature of the effort is that institutions implementing pathways courses are organized as a Networked Improvement Community (NIC). The CMP NIC provides support for institutional leaders to learn about how to effectively implement pathways courses and share their learning across and within member institutions. Since their launch in 2011, Statway/Quantway have been implemented in 58 institutions of higher education and have impacted over 22,000 students improving developmental mathematics and college credit completion success rates from around 6% to 50% or higher. The SUNI project will bring an additional 12 colleges into the NIC, impacting at least 280 instructors. Based on current course success rates, 10,000 more students across participating sites are expected to complete developmental mathematics courses and be successful in college than would have done so with traditional remediation. The SUNI project will test and refine a practical theory about scaling complex educational innovations within institutions through a NIC, while scaling the CMP program nationwide. Three cohorts of institutions of higher education will implement the CMP at scale. Leadership teams in those institutions will be supported to undertake a set of implementation activities (the CMP Implementation Framework) through a structured series of learning engagements utilizing formal improvement methods and leveraging the NIC as a social learning structure. Through broad statistical study and deep case study of leadership learning, the project will build understanding about what works, for whom, and under what conditions for the SUNI approach. The resulting evidence about institutional implementation of innovation at scale, as well as the concrete products derived from that knowledge, are of significant value to educational research, policy development, and classroom practice. The project's dissemination of findings will inform innovation, organizational change, and reform, particularly about large-scale efforts to implement system-wide changes in higher education settings.