College Ready In Math and Physics Partnership

大学准备在数学和物理伙伴关系（大学准备）是由三十三个学区在阿肯色州和俄克拉荷马州，阿肯色州的史密斯堡大学，和阿肯色州，费耶特维尔，这将作为这些核心合作伙伴中的领导。 此外，以下是支持合作伙伴：美国物理教师协会（AAPT），美国物理学会（APS），大学理事会，美国数学协会（MAA），Maplesoft，西北阿肯色州社区学院（NWACC）和UAF数学和科学教育中心（CMASE）。 College Ready旨在在学校和大学教师中建立垂直和水平的学习社区，以改善影响学生从高中到大学成功过渡的主要衔接问题。 College Ready的工作重点是在一些关键时刻，因此集中在学校和大学之间的衔接问题-教师在学校工作的准备和学生在学校为大学数学和科学做准备-以及学院和学科之间的衔接问题。College Ready的主要意图是：1）为学生在大学取得成功做好准备，特别是在STEM领域 a. 通过提高清晰度来顺利过渡到大学 B. 2）提高教师提供严格、成功课程的能力， 课程 a. 建立学校和大学教师的学习社区 B. 整理和谈判相互竞争的标准和责任3）建立纵向和横向的学习社区，以改善衔接4）培养教师成为课程和教学法的领导者， a. 担任其他教师的同侪导师 B. 鼓励正确连接到内容的教学方法， C. 5）提供有效的学习资源，包括制作 持续专业发展的辅助材料， 6）加强职前教育7）增加中学前和中学后教师的人数，包括 招聘和保留。最终，大学准备将通过降低大学数学补习率，提高学生在州评估中的熟练程度分数，增加参加大学先修课程（AP）数学和物理课程的学生人数，并在AP考试中获得3分或更高的分数，大学准备将通过一系列相互关联的活动来实现这些目标，包括高中和大学期望的垂直调整，密集的内容驱动的研讨会，衔接会议，大学课程修订，专业学习社区的创建，以及获得高级学位和认可的机会。 它建立在PhysTEC和PMET的既定努力之上，并希望在两者之间建立协同作用。大学准备的努力是由一组三个研究问题要追求的补充：是否有一个统一的结构，在物理，经济学，公共话语，并在9-14数学单位的使用方式？哪些措施最能决定大学数学准备和安置，以及数学安置测试如何更好地与高中课程保持一致？在中学物理教学中，哪些教育机会影响学生的择业，哪些因素是可复制的？

The College Ready in Mathematics and Physics Partnership (College Ready) is comprised of thirty-three school districts in Arkansas and Oklahoma, the University of Arkansas at Fort Smith, and the University of Arkansas, Fayetteville, which will serve as the lead among these core partners. In addition, the following are supporting partners: the American Association of Physics Teachers (AAPT), American Physical Society (APS), College Board, Mathematical Association of America (MAA), Maplesoft, Northwest Arkansas Community College (NWACC), and the UAF Center for Mathematics and Science Education (CMASE). College Ready intends to build vertical and horizontal learning communities among school and college faculty in order to improve major articulation issues that impact the successful transition of students from high school to college. College Ready focuses its work on a number of critical junctures and therefore is centered on articulation issues between school and college - teacher preparation in college for work in schools and student preparation in school for college mathematics and science - and among colleges and disciplines.The major intents of College Ready are to:1) Prepare students for college success, especially in STEM Areas a. Smooth the transition to college by improved articulation b. Provide improved placement mechanisms for college mathematics2) Enhance teacher capacity to deliver rigorous, successful courses and curricula a. Build learning communities of school and college faculty b. Sort out and negotiate competing standards and accountabilities3) Build vertical and horizontal learning communities to improve articulation 4) Prepare teachers to serve as curriculum and pedagogy leaders who can a. serve as peer mentors to fellow teachers b. encourage pedagogy that is correctly connected to content, and c. create synergism between mathematics and science classes 5) Make effective learning resources available, including the production of supporting materials for ongoing professional development and embedded English Language Learner (ELL) instruction 6) Strengthen pre-service education7) Improve the number of pre- and postsecondary teachers, including recruitment and retention.Ultimately, College Ready will demonstrate an impact on student outcomes through decreases in college remediation rates in mathematics, increases in student proficiency scores on state assessments, increased numbers of students enrolling in Advanced Placement (AP) mathematics and physics courses and scoring 3 or better on the AP exams, and increased graduation and college-going rates.College Ready will achieve these ends through a series of interconnected activities including vertical alignment of high school and college expectations, intensive content driven workshops, articulation conferences, university course revisions, the creation of professional learning communities, and the opportunity to earn advanced degrees and endorsements. It builds on and looks to establish synergy between established efforts of PhysTEC and PMET. The College Ready endeavors are complemented by a set of three research questions to be pursued: Is there a unifying construct in the way units are used in physics, economics, public discourse, and in 9-14 mathematics? What measures best determine college readiness and placement in mathematics, and how can placement testing in mathematics be better aligned with high school curricula? What educational opportunities influence students to choose a career in secondary physics teaching, and which elements are replicable?