I-Corps: Scaling the Peer Enabled Restructure Classroom (PERC) Program

在这些对个人和社区在21世纪取得成功至关重要的领域，城市学生，特别是那些生活贫困的少数族裔学生，在这些领域的表现仍然远远低于他们更富裕的郊区白人同龄人。然而，尽管高中毕业在纽约等城市和美国各地仍然是一个令人担忧的问题，但高中毕业和大学准备之间的差距已经成为全国教育的优先事项。每年，美国都有数以千计的学生进入大学就读，他们没有获得学业成功所需的技能，需要进行补救，这对学生本身和整个社区来说都是耗费时间和金钱的。由该团队开发的拟议计划旨在通过瞄准大学就业率较低的学校，并在学校社区中发展STEM学习和上大学的文化，来解决高中和大学之间的差距。拟议的“同伴支持的重组课堂”(PERC)计划改善了中学STEM的教与学，同时极大地提高了为表现中等的城市高中生准备上大学的能力。PERC计划是一种教学模式，事实证明，它改变了城市青年--主要是生活在贫困中的少数民族学生--的轨迹，从几乎高中毕业到为上大学做好准备。这一计划的制定是基于这样一种理解，即随着掌握水平的不断提高，STEM课程仍然是实现高中学业的门户。PERC计划建立在通过教学和领导进行学习的原则之上，旨在培养一支与教师合作的学校同行领导干部队伍，以满足STEM课堂上同行的需求。通过PERC模式，教师和同行领导组成一个指导团队，每天工作，以满足高中生的需求。在这个变革性的项目中，被称为助教学者的同龄人本身就是还没有达到上大学标准的学生，他们往往被忽视为潜在的学校或学术领袖。通过教学和领导的行为，助教成长为领导者和学者的角色，并从高中毕业后为大学做好准备，并对STEM充满信心。通过发展强大的TAS，STEM教师对自己的实践进行了更多的反思，并使用TAS反馈来改进教学。在同龄人的支持下，高中生在STEM方面变得更加自信和有能力。PERC计划的关键组成部分支持PERC教师和助教的工作。一个强大的专业发展计划向教师介绍他们新的课堂角色和身份，支持他们作为教学团队经理的成长，并培养他们教授和指导助教所需的技能。TAS从TAS课程开始，它侧重于学会教、学会学习、STEM内容和关于大学的知识。然后，该渠道提供TAS高级课程，并为大学课程提供延伸到大一的桥梁。一个非常成功的暑期学院充当教师专业发展实验室，为助教协会提供实习机会，使助教协会能够参加课程以提前为大学做好准备或获得大学学分，并为陷入困境的学生提供额外的STEM学习机会。拟议的项目将把PERC计划从NSF资助的研究项目转变为一个商业上可行的计划，可供纽约州和全国各地的学区使用。

Urban students, especially those living in poverty who come from minority groups, continue to perform far below their more affluent, suburban, white peers in these areas vital to personal and community 21st century success. However, while high school graduation remains a concern in cities such as New York and across the United States, the gap between high school graduation and college readiness has become a national educational priority. Every year, thousands of students in the United States enroll in college without the skills needed to succeed academically and in need of remediation that is costly in time and money, both for the students themselves and the community at large. The proposed program developed by this team seeks to address the high school to college gap by targeting schools with low rates of college readiness and developing a STEM-learning and college-going culture in the school community. The proposed "Peer Enabled Restructured Classroom" (PERC) Program improves secondary school STEM teaching and learning while dramatically increasing college readiness for middle performing urban high school students. The PERC Program is an instructional model that is proven to change the trajectory of urban youth--mostly minority students living in poverty--from barely graduating from high school to being prepared for college success. This program was developed with the understanding that STEM courses, with ever increasing standards for mastery, remain as gateways for high school achievement.The PERC Program is founded on the principle of learning through teaching and leadership and is designed to build a cadre of peer leaders in schools who work along with the teachers to address the needs of peers in STEM classes. Through the PERC model, teachers and peer leaders form an instructional team and work daily to meet the needs of high school students. In this transformative program, peer leaders, called Teaching Assistant Scholars, or TAS, are themselves students who have not yet met the college-ready benchmarks and are often overlooked as potential school or academic leaders. Through the act of teaching and leadership, TAS grow into the role of leaders and scholars and emerge from high school college-ready and confident in STEM. Through the act of developing strong TAS, STEM teachers become more reflective about their practice and use TAS feedback to improve instruction. With the support of their peers, high school students become more confident and capable in STEM. Critical components of the PERC Program support the work of the PERC teachers and TAS. A strong professional development program introduces the teachers to their new classroom roles and identities, sustains their growth as managers of instructional teams, and develops the skills they need to teach and mentor the TAS. The TAS Pipeline-to-College begins with the TAS Class, which focuses on learning to teach, learning to learn, STEM content, and knowledge about college. The pipeline then offers TAS advanced courses and a bridge to college program extending into freshman year. A highly successful summer institute acts as a teacher professional development laboratory, offers internship opportunities to TAS, enables TAS to take courses to advance college readiness or earn college credits, and provides additional STEM learning opportunities for struggling students. The proposed project will take the PERC Program from an NSF-funded research project to a commercially viable program available to school districts across New York State and the country.