SGER: Effects of Standards-based Curriculum in Urban Systemic Reform on Student Statewide Standardized Test Achievement

密歇根大学安娜堡分校教育学院与底特律公立学校合作提交的这项联合伙伴关系提案的目的是扩大对基于标准的课程对全州学生标准化考试成绩影响的研究。在过去的五年里，研究人员与底特律公立学校的课程专家合作，开发了五个基于科学素养基准(AAAS，1993)和国家研究委员会科学标准的课程项目。这些项目需要8-10周的时间来完成，并且在原则和方法上高度专业化。该项目利用了教师和学生高度可用的材料，并得到了技术和持续的专业发展的支持。六、七和八年级的队列在过去五年的实施中收集的数据显示，学生的成绩显著提高(以学生参与一个单元为基准)。在考试前和考试后的具体课程评估以及密歇根教育评估计划的测试中，通过对参加或不参加课程项目的学生进行准实验比较，可以确定成绩的明显提高。参加基于项目的项目的高危非裔美国男孩的结果甚至更高。在这项为期5年的研究的初步结果的基础上，研究人员建议继续这项调查，重点关注基于标准的课程对州考试成绩的长期和纵向影响。除了提高底特律公立学校的学生成绩外，这一结果还有可能影响全国的STEM教育。

The aim of this joint partnership proposal submitted by the School of Education at the University of Michigan-Ann Arbor in collaboration with Detroit Public Schools is to extend the study of the impact of a standards-based curriculum on student statewide standardized test achievement. Over the past five years, researchers working with curriculum specialists in Detroit Public schools, developed five curricular projects based on the Benchmarks for Science Literacy (AAAS, 1993) and the National Research Council Science Standards. The projects take 8-10 weeks to complete and are highly specialized in principles and methods. The project draws on materials that are highly usable to teachers and students, and are supported by technology and ongoing professional development.Data collected by cohorts over the last five years of implementation at grades 6, 7 and 8 show significant increases in student achievement (using student participation in one unit as a baseline). On both pre- and post-test curriculum-specific assessments and the Michigan Educational Assessment Program tests gains were evident as determined via quasi-experimental comparisons among students who did or did not participate in the curricular projects. The results were even higher for at-risk African-American boys who participated in the project-based programs.Building on the initial results from the 5-year study, the researchers propose to continue this investigation focusing on the long-term and longitudinal impact of standards-based curriculum on state test scores. In addition to improving student achievement in Detroit Public Schools, the results have the potential for impacting STEM education nationally.