I-Corps L: Scaling Up STEM Equity Audits

通过美国国家科学基金会创新学习团计划（I-Corps L），该项目将允许STEM公平审计（STEM- eas）的规模化和商业化。stem - ea识别并应对学校和学区内数学和科学活动中的不平等现象。在许多学校，白人和男性学生在高级STEM课程中所占比例过高，而少数民族和女性学生更有可能参加STEM补习班。STEM项目的入学率、成功率和完成率也遵循类似的趋势。STEM- ea衡量未被充分代表的STEM学生的氛围，并帮助理解他们可能不选择STEM课程和项目的原因。stem - ea还考虑了不同的环境如何影响标准化评估差异。这是通过从多个来源收集数据来实现的，包括：学校/学区/县/州/联邦数据；对家长、学生、教师和管理人员的调查；以及影响学区/学校公平的政策数据。stem - ea着眼于具有相似人口结构和课程标准化的比较学校之间的不平等，以进一步了解数学和科学课堂实践是如何不公平的。stem - ea不仅确定了存在差异的地方，还确定了这些不平等存在的原因。该项目有可能在K-12环境中推进STEM公平工作的知识。尽管教育工作者和管理人员都意识到了这些差距，但人们对STEM领域的不平等是如何在学校重现的知之甚少。stem - ea将允许学校管理人员隔离和识别导致不平等的因素，然后根据数据启动具体的改革。这种知识技能有可能改变使用该工具的地区的STEM管道。虽然公平审计越来越多地被用于学区，作为解决学校所有不公平现象的一种方式，并纳入了特定学科的指标，但STEM- ea的唯一目的是解决学生参加STEM课程和活动的机会问题。

Through the NSF Innovation Corps for Learning Program, (I-Corps L), this project will allow for the scaling and commercialization of STEM Equity Audits (STEM-EAs). STEM-EAs identify and confront inequities specifically in mathematics and science activities within schools and districts. In many schools, Caucasian and male students are overrepresented in advanced STEM classes while minority and female students are more likely to be enrolled in remedial STEM classes. The enrollment, success and completion rates from STEM programs follow similar trends. STEM-EAs measure the climate for underrepresented STEM students, and help understand why they may not choose STEM classes and programs. STEM-EAs also consider how different contexts influence standardized assessment disparities. This is accomplished by collecting data from multiple sources including: school/district/county/State/Federal data; surveys of parents, students, teachers, and administrators; and data around policies that impact equity in district/schools. STEM-EAs look at inequities across comparison schools with similar demographics and curricular standardization to further understand how math and science classroom practices are inequitable. STEM-EAs not only identify where disparities exist, but also the reasons these inequities exist. This project has potential to advance knowledge along the lines for STEM equity work in K-12 environments. Little is known about how STEM inequities are reproduced in schools, despite the fact that educators and administrators are aware of the gaps. STEM-EAs would allow school administrators to isolate and identify factors contributing to the inequities, and then initiate specific reforms based on data. This knowledge skill has the potential to change the STEM pipeline in districts using this tool. While equity audits are increasingly used in districts as a way to address all inequities in school, and have included discipline specific metrics, STEM-EAs are conducted with the sole purpose of addressing students' access to STEM classes and activities.