Knowledge Synthesis on the Implementation and Effects of Revising High School Graduation Credit Requirements in Mathematics and Science

智力价值：这项建议涉及一个国家关心的话题，即修订高中毕业学分要求对数学和科学的影响。其目的是向政策制定者提供关于如何根据政策任务在学区和学校一级调整数学和科学课程的信息。该提案还将涉及适用于STEM领域历来未得到充分服务的学生的毕业要求的政策。它还将提供关于这些政策修订对学校资金的影响、数学和科学教师短缺、特殊学生人口、辍学和职业技术教育等相互矛盾的研究的见解。研究问题将包括：(1)虽然各州普遍都在寻求更多的数学和科学学习以及更好的学生成绩，但各州在立法修订数学和科学毕业要求(如果有的话)方面有什么更具体的目的？(2)在地区对政策变化的反应中，在资金、数学和科学课程的提供、人员配备、解决对不同学生群体的影响等方面的实施计划的范围是什么？(3)实施计划及其影响如何随政策的类型而变化，即基于单元的要求与基于内容的要求，以及不同的基于内容的要求的范围？(4)学校层面的实际实施在多大程度上符合关键方面的政策结果，如课程提供和内容，以及学生？课程选择和成绩？本提出者将从四个方面分析和综合关于这些问题的数据：(1)发表在同行评议期刊上的经验性和描述性研究；(2)通过包括在线在内的其他平台发表的研究；(3)在期刊或网站上发表的专家知识和建议；以及(4)通过在线专家获得的当前基于实践的知识。综合方法将使提出者能够系统和深入地评估每个研究结构的方法完整性和证据效用。广泛影响：这项建议将通过成为第一个关于增加政策变化对全国高中毕业所需的数学和科学学分数量影响的综合研究，来促进该领域的知识。因此，这项研究可能会对政策变化如何影响STEM教育产生变革性的影响，并将大大增加关于这一主题的有限研究。一个在STEM教育、艺术和科学以及研究和评估方面具有强大代表性的咨询委员会将协助实施。除了传统途径，还将通过其他渠道扩大传播，如面向政策制定者的R&D警报时事通讯、教育周报道，以及通过与全国教育和美国？S未来委员会合作，同意将研究结果纳入每周新闻摘要，这是一份面向数千名政策制定者和教育领袖的电子公告。

Intellectual Merit: This proposal addresses a topic of national interest about the effects of revising high school graduation credit requirements in mathematics and science. The aim is to provide policymakers with information about how mathematics and science courses are adjusted at the district and school level following policy mandates. The proposal will also address policy as it applies to graduation requirements for students historically underserved in STEM fields. It will also provide insights about conflicting research relative to the effect of these policy revisions on school funding, shortages of mathematics and science teachers, special students populations, dropouts, and career-technical education. Research questions will include:(1) While all states are seeking generally more study of mathematics and science and better student achievement, what more specific purposes do states have in legislating revised graduation requirements for mathematics and science (if any)?(2) In district responses to policy changes, what is the range of implementation plans with respect to funding, mathematics and science courses offerings, staffing, addressing impacts on various student populations, etc?(3) How do implementation plans and their effects vary with the types of policy, i.e. unit-based versus content-based requirements, and the range of different content-based requirements?(4) How well does actual implementation at the school level conform to the intended policy outcomes with respect to key aspects like course offering and content, and student? course taking and achievement?This proposer will analyze and synthesize data about these questions along four constructs: (1) empirical and descriptive studies published in peer-reviewed journals; (2) research published via other venues including online; (3) published expert knowledge and advice located in periodicals or on websites; and (4) current practice-based knowledge acquired through online experts. The synthesis methods will allow the proposer to systematically and intensively evaluate the methodological integrity and evidentiary utility of each research construct.Broader Impacts: This proposal will advance knowledge in the field by becoming the first synthesis study of the impact of increased policy changes on the number of mathematics and science credits required for graduation in high schools across the nation. Therefore, this study could be transformative relative to how policy changes impact STEM education and will add significantly to the limited studies about this topic. An advisory board with strong representation in STEM education, the arts and sciences, and research and evaluation will assist with implementation. In addition to traditional pathways, dissemination will be augmented by other outlets such as R& D Alerts newsletters to policymakers, coverage in Education week, and through collaboration with the National Commission on Teaching and America?s Future that has agreed to include the results of the study in the Weekly News Digest, an e-bulletin to thousand of policymakers and education leaders.