Secondary School Curricular Reform and Postsecondary Education Success

小行星9725509 拟议项目的目的是研究学生在高中的学术经历与他们在中学后教育中的成功之间的关系。1990年，国家科学基金会创建了全州系统性倡议（SSI）计划，以建立基础广泛的全州联盟，对科学，数学和技术教育进行广泛的协调改革。对第一波这些计划的评估指出，许多教育从业者仍然不相信教育和政策领导人所设想的基于标准的改革是必要的（Zucker，Shields，Adelman和Powell，1995）。这个项目的目的是确定是否高中课程计划，支持标准为基础的改革，导致学生在科学和数学的成绩提高，并对学生入学，持久性和职业发展在中学后学校的持久影响。目前，SSI依赖于学生成绩的变化作为项目成功的主要指标之一。然而，我们有兴趣研究基于标准的课程改革对中学后教育经历的广泛影响，特别是那些传统上在高中服务不足的学生。 SSI计划的逻辑是，学生要达到高标准的学习，需要在课堂教学中进行有意义的改进，实施更具挑战性的课程和材料，并定期评估与教学相一致的学习。此外，有效执行这些倡议需要训练有素的教师和行政人员、学校内外的支持以及关键支持者之间的协作工作关系。启动这些重大改革是一项重大任务，地方和州教育领导人一直担心，这些举措可能不值得投入实施这些举措所需的时间和资源（Zucker等人，1995年）。因此，对执行这些建议的反应不那么热烈也就不足为奇了。 这个项目将提供有关高中和大学成功之间的联系，以及学生进入大学的不同途径的信息。在这样做的同时，它也对如何为21世纪准备一支受过更多教育和公平的劳动力队伍产生了影响。我们的研究结果将突出学校和社区如何鼓励传统上代表性不足的学生追求科学，数学，工程和技术方面的学习和职业。此外，我们的分析将揭示回报课程序列，课堂学习环境，学校组织资源和家庭和社区参与方面的中学后的成功。最后，通过检查学生的教育经验与NELS：88-94从TIMSS和HS B的数据相比，我们可以确定如何当代美国年轻人在全球市场和国际竞争力的新背景下票价。 ??

9725509 Schneider The purpose of the proposed project is to examine the relationship between students' academic experiences in high school and their success in postsecondary education. In 1990, the National Science Foundation created the Statewide Systemic Initiatives (SSI) program to create broad-based statewide coalitions to undertake extensive coordinated reforms of science, mathematics, and technology education. Evaluations of the first wave of these programs pointed out that many educational practitioners remain unconvinced that the type of standards-based reforms envisioned by educational and policy leaders are needed (Zucker, Shields, Adelman, and Powell, 1995). This project is designed to determine whether high school curricular programs that exemplify standards-based reforms lead to increased student achievement in science and mathematics and have enduring effects on student matriculation, persistence, and career development in postsecondary school. Currently, SSI relies on changes in student achievement as one of the major indicators of program success. However, we are interested in examining the wide-range effects of standards-based curricular reforms on postsecondary school experiences, particularly those of students traditionally underserved in high schools. The logic underlying the SSI program is that student attainment of high standards of learning requires meaningful improvements in classroom teaching, the implementation of more challenging curricula and materials, and regular assessments of learning aligned with instruction. Furthermore, effective implementation of these initiatives requires better-trained teachers and administrators, support within and outside schools, and collaborative working relations among key constituencies. Launching these major reforms is a significant task, and there has been some concern among local and state educational leaders that such initiatives may not be worth the time and resources needed to implement them (Zucker et al., 1995). Therefore, it is not surprising that the response to their implementation has been less than enthusiastic. This project will provide information on the connection between high school and college success, and the different paths through which students arrive at college. In doing so, it also has implications for how to prepare a more educated and equitable work force for the 21 st century. Our results will highlight how schools and communities can encourage traditionally underrepresented students to pursue studies and careers in science, mathematics, engineering, and technology. Furthermore, our analysis will reveal the returns to course sequences, classroom learning environments, school organizational resources and family and community involvement in terms of postsecondary success. Finally, through an examination of students' educational experiences with NELS:88-94 compared with data from TIMSS and HS & B we can determine how contemporary young Americans fare in the new context of the global marketplace and international competitiveness. ??