MSPinNYC2 -- A New Partnership to Transform Urban Secondary School Mathematics and Science Experiences

MSPinNYC 2项目建立在以前的MSP目标合作伙伴项目（DUE-0412413，称为MSPinNYC）的基础上，新的合作伙伴加入了大多数原始合作伙伴，以扩展和深化一个名为Peer Enabled Restructured Classroom（PERC）的有前途的计划，该计划在早期工作中进行了试点。MSPinNYC 2合作伙伴关系的核心合作伙伴包括纽约市立大学（CUNY）的亨特学院（Hunter College），纽约市教育局的布鲁克林，皇后区，曼哈顿和布朗克斯高中区，以及CUNY系统中的其他三所学院：约克学院，纽约市立技术学院和研究生中心。其他合作伙伴包括纽约市立大学的College Now计划、纽约市立大学学校支持组织和公立学校新愿景。PERC计划重组9年级STEM课程，每天有7或8名助教学者促进小组工作。TA学者是平均成绩，即，不是荣誉，10年级的学生谁通过了课程和相关的要求在前一年的国家出口考试，并同时在TA学者课程由同一个老师作为9年级班领导的培训。MSPinNYC项目期间与PERC进行的试点研究表明，该计划降低了失败率，缩小了成绩差距，并提高了毕业率。根据在曼哈顿和布朗克斯高中9年级和10年级的试点研究中吸取的经验教训，MSPinNYC 2合作伙伴正在布鲁克林和皇后区的9所高中实施PERC，同时在曼哈顿和布朗克斯的3所学校内扩大该计划，以纳入所有9-12年级的数学和科学。TA Scholar-to-College Pipeline支持整个高中的TA学者，并为他们在大学取得成功做好准备。进入纽约市立大学的所有四个行政区的PERC学校的学生在大学一年级期间得到指导，而参与的纽约市立大学学院的STEM教师和研究生则得到支持，将更多以学生为中心的课程纳入大一STEM课程。PERC的经验也被纳入纽约市立大学的教师教育计划。该研究计划包括研究如何PERC作为学校更新的催化剂，如何PERC实施的深度和可持续性支持扩大创新，如何参与教师在PERC影响他们的实践中的深刻变化，以及如何以及为什么PERC的经验，以及其他形式的学生支持，导致学生的学业成绩提高。评价审查了项目主要组成部分的执行情况和质量，以提供形成性评价，而总结性评价则主要侧重于评估学生的成绩成果、他们的长期学业成就以及在参与伙伴关系的中学和中学后环境中全面推广教育改革方案的情况。

The MSPinNYC2 project builds on a previous MSP-Targeted Partnership project (DUE-0412413, called the MSPinNYC), with new partners joining most of the original partners, to extend and deepen a promising program called the Peer Enabled Restructured Classroom (PERC), which was piloted during the earlier work. Core partners in the MSPinNYC2 partnership include Hunter College of the City University of New York (CUNY) as lead, the Brooklyn, Queens, Manhattan and Bronx High School Districts of the New York City Department of Education, and three other colleges in the CUNY system: York College, New York City College of Technology, and The Graduate Center. Additional partners include the College Now program at CUNY, the CUNY School Support Organization, and New Visions for Public Schools. The PERC program restructures 9th grade STEM courses to have 7 or 8 Teaching Assistant Scholars facilitate group work on a daily basis. TA Scholars are average-achieving, i.e., not honors, 10th graders who passed the course and the associated required state exit examination during the previous year and are concurrently trained in a TA Scholar course led by the same teacher as the 9th grade class. Pilot studies with PERC during the MSPinNYC project suggested that the program reduces failure rates, closes achievement gaps, and improves graduation rates. Based on lessons learned in the pilot studies with 9th and 10th grades in high schools in Manhattan and the Bronx, the MSPinNYC2 partnership is implementing PERC in nine high schools in Brooklyn and Queens, while expanding the program within three schools in Manhattan and the Bronx to incorporate all of grades 9-12 mathematics and science. A TA Scholar-to-College Pipeline supports TA Scholars throughout high school and prepares them for success in college. Students from PERC schools in all four boroughs who enter CUNY colleges are being mentored during the college freshman year, while STEM faculty and graduate students at the participating CUNY colleges are being supported to incorporate more student-centered pedagogies into freshman year STEM courses. PERC experiences are also being integrated into teacher education programs at the CUNY colleges. The research plan includes studying how PERC serves as a catalyst for school renewal, how the depth and sustainability of PERC implementation support scaling the innovation, how participation by teachers in PERC effects deep change within their practice, and how and why PERC experiences, as well as other forms of student support, lead to improved academic outcomes for students. The evaluation examines the fidelity of implementation and quality of the project's major components to provide formative evaluation, while the summative evaluation focuses primarily on assessing student achievement outcomes, their long-term academic success, and the overall diffusion of PERC into the secondary and post-secondary settings involved in the partnership.