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

MSPinNYC2项目建立在先前的msp目标伙伴关系项目（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的行列，以扩展和深化一项名为“同伴支持的重构课堂”（PERC）的有前途的项目，该项目在早期工作中进行了试点。MSPinNYC2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，纽约市教育部的布鲁克林、皇后区、曼哈顿和布朗克斯高中区，以及纽约市立大学系统中的其他三所学院：约克学院、纽约市立理工学院和研究生中心。其他合作伙伴包括纽约市立大学的“现在就上大学”项目、纽约市立大学学校支持组织和公立学校新愿景。PERC项目重组了9年级的STEM课程，每天有7或8名助教学者促进小组工作。助教奖学金学生是成绩一般的10年级学生，即不是优等生，他们在前一年通过了课程和相关要求的州毕业考试，同时接受了由9年级的同一位老师领导的助教奖学金学生课程的培训。在MSPinNYC项目期间，PERC进行的试点研究表明，该项目降低了失败率，缩小了成绩差距，提高了毕业率。根据在曼哈顿和布朗克斯高中9年级和10年级进行的试点研究的经验教训，MSPinNYC2伙伴关系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所学校扩大该项目，将9-12年级的数学和科学课程纳入其中。助教奖学金学生到大学的管道在整个高中阶段为助教奖学金学生提供支持，并为他们在大学取得成功做好准备。来自所有四个区的PERC学校的学生进入纽约市立大学的第一年将得到指导，而参与纽约市立大学的STEM教师和研究生将得到支持，将更多以学生为中心的教学方法纳入大一的STEM课程。PERC的经验也被整合到城市大学的教师教育项目中。研究计划包括研究PERC如何成为学校更新的催化剂，PERC实施的深度和可持续性如何支持扩展创新，教师参与PERC如何影响其实践中的深刻变化，以及PERC经验以及其他形式的学生支持如何以及为什么会提高学生的学习成绩。评估考察了项目实施的保真度和项目主要组成部分的质量，以提供形成性评估，而总结性评估主要侧重于评估学生的成就结果、他们的长期学业成功，以及PERC在合作伙伴关系中所涉及的中学和高等教育环境中的整体推广情况。

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.