Systemic Reform, Mathematics and Science Education, and Equity In New Jersey

[804925]费尔斯通新泽西州教育政策分析中心（CEPA-NJ）提出探讨新泽西州系统改革对数学和科学教学质量和公平性的影响。这里收集的信息将为在全国范围内实施系统性改革战略提供信息，但对国家内的政策制定者和专业开发人员尤其有用。该项目将解决四个问题：1。随着标准在新泽西州的实施，教师们认为数学和科学教学发生了什么样的变化？2. 哪些因素有助于解释观察到的教学变化？3. 教学的改变如何影响学生的学习成绩？4. 国家评估对数学和科学教学的影响，在为中产阶级、多数儿童服务的学校和为贫困、少数民族儿童服务的学校是否有所不同？这项研究将以300名四年级教师为样本，分为高、中、低收入学校，第四组从新泽西州SSI项目中获得了广泛的专业发展。样本将被设计成能代表这个州。数据将在两个时间点收集，以便跟踪变化。之所以选择四年级教师，是因为这一年小学生将参加该州新的小学绩效评估（ESPA），这是新泽西州小学成绩系统改革的主要体现。关于教师教学实践的信息将来自教师访谈、学生调查问卷、教师报告和教师作业档案。除了教师访谈外，系统改革要素的数据将来自校长和中央办公室课程专家的访谈。将进行各种定量和定性分析，使我们能够探索该州典型的数学和科学教学，随着时间的推移，教学实践随着系统改革而发生的变化，教学实践和影响教学的政策在富裕地区和贫困地区之间的差异，不同因素如何实际影响教学，以及教学对学生成绩的影响。将积极努力在州内传播调查结果。这将包括出版两份通讯，在新闻界和其他面向教育工作者的出版物上报道调查结果，并在教育工作者、公众和决策者的各种论坛上发表演讲。此外，研究结果将通过学术出版物、会议报告和其他来源在全国范围内传播。

9804925 Firestone The Center for Educational Policy Analysis in New Jersey (CEPA-NJ) proposes to explore the effects the effects of New Jersey's systemic reform on both the quality and equity of mathematics and science instruction. Information collected here will inform efforts to implement systemic reform strategies throughout the nation but will be especially useful to policy makers and professional developers within the state. The project will address four questions: 1. As standards are implemented in New Jersey, what kinds of changes in math and science teaching do teachers report? 2. What factors help explain the observed changes in instruction? 3. How do changes in instruction affect student outcomes? 4. Are the effects of state assessment on math and science teaching different in schools serving middle class, majority children, and those serving poor, minority children? The study will be based on a sample of 300 4th grade teachers, stratified to include high, medium, and low income schools with a fourth group selected to have received extensive professional development from the New Jersey SSI program. The sample will be designed to be representative of the state. Data will be collected at two points of time in order to track change. Fourth grade teachers will be chosen because that is the year where elementary students take the state's new Elementary School Performance Assessment (ESPA), the major manifestation of systemic reform in New Jersey elementary grades. Information on teachers' instructional practice will come from teacher interview student questionnaires reporting on teachers, and portfolios of teachers' assignments. In addition to teacher interviews, data on elements of systemic reform will come from interviews of principals and central office curriculum specialists. A variety of quantitative and qualitative analyses will be conducted that will permit us to explore typical mathematics and science teaching in the state, changes in teaching practice in re sponse to systemic reform over time, the difference in both teaching practice and policies affecting teaching between rich and poor districts, how different factors actually influence teaching, and the effects of teaching on student outcomes. An aggressive effort will be made to disseminate findings within the state. These will include the publication of two newsletters, reporting findings in the press and other publications geared to educators, and presentations at a variety of fora for educators, the public, and policy makers. In addition, findings will be disseminated nationally through academic publications, paper presentations at conferences, and other sources.