Scaling Up Mathematics Achievement (SUMA)

新墨西哥州立大学（NMSU）的提案旨在复制“加兹登数学倡议”（GMI），这是一个由美国国家科学基金会/ESI/地方系统变革资助的为期五年的项目，由加兹登独立学区和新墨西哥州立大学之间的合作伙伴关系组成。GMI的结果是，在94%的西班牙裔、60%的英语学习者（ELLs）和高度贫困的边境学区，缩小了K-8未被充分代表的学生的成绩差距。GMI数学成就能力建设系统模型包括三个主要组成部分：(1)质量一致的课程；(2)教师质量和协作；(3)行政和STEM社区支持。在此模型的基础上，该提案的目标是：(1)调查是否有可能成功地扩大和适应GMI中使用的能力建设系统模型，并提高更大学区所有学生的数学成绩；(2)通过缩小成绩差距和提高数学成绩水平，在扩大代表性不足群体进入STEM领域的参与方面取得成功。该研究将涉及分析该模型在拉斯克鲁塞斯公立学校的实施情况，该学校的学生人口包括70%的西班牙裔和12%的ELLs，根据该模型的三个理论结构如何影响学生的成绩。该提案以学区为分析单元，确定了三个主要的研究问题：(1)在新墨西哥州农村学区实施的能力建设系统模型是否也适用于更大的种族混合学区？(2)参与的利益相关者需要如何修改该模型，以增强其潜在的可复制性？(3)该模式的哪些要素对新区学生的成绩有最积极的影响？该项目将使用混合效应线性层次模型来分析与模型的每个元素如何影响更大学区的学生成绩相关的数据。预期的产品包括：(1)经过研究和验证的数学成就专业发展系统模型，(2)描述该模型效果的已发表的研究结果，以及(3)可供其他学区和有兴趣复制该模型的合作伙伴使用的指南和工具。

The New Mexico State University's (NMSU) proposal aims at replicating the "Gadsden Mathematics Initiative" (GMI), a five-year NSF/ESI/Local Systemic Change-funded project consisting of a partnership between the Gadsden Independent School District and NMSU. GMI resulted in closing the achievement gap for K-8 underrepresented students in a 94% Hispanic, 60% English Language Learners (ELLs), and high-poverty border school district. The GMI Capacity Building Systems Model for Mathematics Achievement includes three major components: (1) quality-aligned curriculum, (2) teacher quality and collaboration, and (3) administrative and STEM community support. Building on this model, the goals of the proposal are: (1) to investigate whether or not it is possible to successfully scale-up and adapt the Capacity Building Systems Model used in the GMI and improve mathematics achievement for all students in a larger school district, and (2) to replicate success in broadening the participation of underrepresented groups in entering STEM field by closing the achievement gap and raising the achievement level of underrepresented students in mathematics. The study will involve the analysis of the implementation of the model in the Las Cruces Public Schools with a student population including 70% Hispanics and 12% ELLs, in terms of how each of the three theoretical constructs of the model affect student achievement. With the school district as the unit of analysis, the proposal identifies three major research questions: (1) Can the implementation of a capacity building systems model that closed the achievement gap in a rural New Mexico school district also work in a larger district with mixed ethnicities?; (2) How does the model need to be modified by participating stakeholders in order to strengthen its potential replicability?; and (3) Which elements of the model have the most positive effect on student achievement in the new district? The project will use a mixed effect linear hierarchical model to analyze data related to how each element of the model affect student achievement in a larger school district. Anticipated products include: (1) a researched and proven professional development systems model for mathematics achievement, (2) published research results that describe the effects of the model, and (3) guidelines and tools that can be used by other school districts and partners interested in replicating the model.