Promoting Equity in State Systems of Science Education

ECR项目强调基础STEM教育研究，这将产生该领域的基础知识。本次会议将为来自所有50个州、哥伦比亚特区和美国领土及其团队的州科学协调员提供一个场所，以学习将帮助他们识别、分析和调整通过推进科学教育连贯和公平系统项目（ACESSE）共同设计的塑造科学教育机会的资源的工具和实践。这些资源将帮助各州科学协调员制定更清晰的愿景，通过设计形成性评估任务，促进对科学的理解，以及学生的相关兴趣、经验和身份。因此，与会者将进行下列工作。(1)利用考核公平性相关资源进行预演。(2)参与系统映射活动，重点是识别机会不平等和改善公平的杠杆点。(3)在分析其系统的基础上，制定以股权为重点的目标声明。(4)采用切合实际的措施，关注学生对相关情感体验的感知，以及对课堂活动的认同，以衡量实现公平目标的进展。由于对国家在科学教育中的领导力的研究有限，随着更多的教育责任转移到各州，这一努力将有助于填补这一空白。会议将允许与会者利用各州评估系统如何支持课堂学习的数据。它将提供机会，通过州一级的团队来测试组织战略的持续改进，这些团队包括专业发展提供者和倡导代表性不足群体的组织代表（例如，拉丁裔、非裔美国人和美洲土著或阿拉斯加土著学生；移民学生；以及第一语言不是英语的学生）。来自中介组织的代表，如美国国家科学教师协会和Achieve公司，将被邀请加入支持教师的工作，为教师发声，提供课程和评估资源的独立审查，并参与后续活动，在科学领袖、从业者和研究人员之间培养新的研究-实践伙伴关系。会议的成果包括帮助研究人员进一步了解如何支持州协调员使用经过验证的实践，通过形成性评估促进公平，为州协调员提供知识和技能，以建立更好的网络，并从研究+实践伙伴关系的努力中受益，并为更有可能实现地方公平目标的进展提供资源。结果和共同设计的资源将通过多种渠道传播，包括参与实体、中介组织、研究人员、STEM教学工具网站和国家科学监督员委员会。进一步的分享将通过基于谷歌的ACESSE仪表板和Twitter （@ACESSE_Project）来促进。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The ECR program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. This conference will provide a venue for state science coordinators from all 50 states, the District of Columbia, and US territories and their teams to learn about tools and practices that will help them identify, analyze, and adapt resources that shape educational opportunities in science co-designed through the Advancing Coherent and Equitable Systems of Science Education project (ACESSE). These resources will help state science coordinators develop a clearer vision for addressing equity through the design of formative assessment tasks that elicit understanding of science as well as students' relevant interest, experiences, and identities. As such, conference participants will undertake the following. (1) Engage in rehearsals with resources related to equity in assessment. (2) Participate in systems mapping activities focused on identifying inequities of opportunity and leverage points for improving equity. (3) Develop equity-focused aim statements grounded in analyses of their systems. (4) Adapt practical measures focused on student perceptions of relevance affective experience, and identification with classroom activities to gauge progress toward equity goals. With limited research on state leadership in science education, this effort will help fill that void as more responsibilities for education shift to states. The conference will allow attendees to draw on data about how state systems of assessment support classroom learning. It will provide opportunities for testing organizational strategies for continuous improvement through state-level teams that involve professional development providers and representatives from organizations that advocates for underrepresented groups (e. g., Latinx, African American, and Native American or Native Alaskan students; migrant students; and students whose first language is not English). Representatives from intermediary organizations, such as the National Science Teachers Association and Achieve, Inc, will be invited to join the effort in support roles to be a voice for teachers and provide independent reviews of curriculum and assessment resources as well as participate in follow-up activities that nurture new research-practice partnerships among science leaders, practitioners, and researchers. Outcomes from the conference include helping researchers advance understanding about how to support state coordinators in using proven practices to promote equity through formative assessment, providing state coordinators with knowledge and skills to build better networks and benefit from research+practice partnerships efforts, and providing resources for making progress towards achievement of local equity goals more likely. Results and co-designed resources will be disseminated through multiple channels including participating entities, intermediary organizations, researchers, the STEM Teaching Tools website, and the Council of State Science Supervisors. Further sharing will be facilitated through a Google-based ACESSE Dashboard and Twitter (@ACESSE_Project).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.