Promoting Equity in State Systems of Science Education

ECR计划强调基础STEM教育研究，将在该领域产生基础知识。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国家科学协调员提供一个场所，以了解工具和实践，这将有助于他们识别，分析和调整通过推进科学教育项目（ACESSE）的连贯和公平系统共同设计的科学教育机会的资源。这些资源将帮助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来解决公平问题，这些评估任务可以引起对科学的理解以及学生的相关兴趣，经验和身份。因此，与会者将开展以下工作。(1)利用与评估公平性相关的资源进行演练。(2)参与系统映射活动，重点是确定机会的不平等和提高公平性的杠杆点。(3)在对其系统进行分析的基础上，制定以公平为中心的目标声明。(4)调整实际措施，重点是学生的感知相关性情感体验，并与课堂活动的识别，以衡量朝着公平目标的进展。由于对国家在科学教育中的领导作用的研究有限，随着更多的教育责任转移到国家身上，这一努力将有助于填补这一空白。会议将允许与会者利用有关国家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，测试组织战略，以不断改进，这些团队包括专业发展提供者和代表性不足群体的组织的代表（e）。例如，在一个实施例中，拉丁裔，非裔美国人，美国原住民或阿拉斯加原住民学生;移民学生;和学生的第一语言不是英语）。来自中介组织的代表，如全国科学教师协会和实现公司，将被邀请加入支持角色的努力，成为教师的声音，并提供课程和评估资源的独立审查，以及参与后续活动，培养科学领导者，从业者和研究人员之间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通过形成性评估使用经过验证的实践来促进公平，为州协调员提供知识和技能，以建立更好的网络并从研究+实践伙伴关系中受益，并为更有可能实现当地公平目标提供资源。成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理事会。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NSF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.