RAPID: A Researcher-Practitioner-Partnership to Assess the Impact of COVID-19 Recession on NGSS Implementation

今天，为71%的美国学生服务的44个州的教育标准受到下一代科学标准(NGSS)的影响。在当地实施是新高中教育成功的关键，但在新冠肺炎期间，K-12学校在多大程度上实施了新课程改革，却鲜有人知晓。政策制定者、教育领袖和研究人员迫切需要数据来了解，鉴于新冠肺炎带来的变化，下一代支持服务是否以及如何在他们的学校实施，以便他们可以为2021年9月学校重新开学进行面对面学习设计更好的实施支持。该项目将调查在持续的新冠肺炎大流行期间，加州学校是如何实施NGSS的。通过全州范围的调查、行政数据分析、访谈和案例研究，该项目将评估新冠肺炎对大规模实施新农村社会保障计划的影响，更重要的是评估高少数民族、高贫困地区受到不成比例影响的程度。它还将确定州和学区可用的政策选择。通过收集关键和及时的数据，该项目将为了解新冠肺炎对下一代支撑系统实施的影响贡献新的知识。这些知识是迈向政策和实践解决方案的必要一步，这些解决方案支持学校和教师继续实施新一代支持计划，并扩大教育机会，使其在后新冠肺炎时代得到充分代表的少数族裔、英语学习者和残疾学生。该项目的目标是(1)评估新冠肺炎对加州NGSS实施的影响；(2)研究高少数族裔、高贫困地区是否以及如何受到比其他地区更严重的影响；以及(3)确定州和地方地区可以优先考虑的政策和计划，以减轻影响。将采用混合方法回答与上述目标有关的研究问题。具体地说，将对加州所有学区进行调查。还将对学区行政数据进行文本挖掘。定性方法将包括访谈和案例研究。全年还将开展广泛的外联工作，包括与立法和行政部门成员进行一对一的情况介绍。将通过让加利福尼亚州教育部为实施NGSS分配资源，并让当地学区制定指导方针，支持教师实施NGSS，从而形成研究人员-实践者伙伴关系。项目成果将通过在线资源和数字图书馆广泛传播给学区、科学教师和课程开发人员。项目结果将为州政府的决策提供信息，并增加研究机构和州政府之间的伙伴关系。这个快速奖是由学习研究部的发现研究PRK-12(DRK-12)计划颁发的。DRK-12计划旨在通过研究和开发创新的资源、模型和工具，显著提高K-12学前班学生和教师的科学、技术、工程和数学(STEM)的学习和教学。DRK-12计划中的项目建立在STEM教育的基础研究和先前的研究和开发工作的基础上，为拟议的项目提供了理论和经验上的证明。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Today 44 states serving 71 percent of U.S. students have education standards influenced by the Next Generation Science Standards (NGSS). Local implementation is the key to the success of NGSS, yet little is known about the extent to which NGSS have been implemented in K-12 schools during COVID-19. Policymakers, educational leaders, and researchers urgently need data to know whether and how NGSS implementation is taking hold in their schools in light of changes due to COVID-19 so that they may design better supports for implementation in anticipation for school reopening for in-person learning in September 2021. This project will investigate how NGSS has been implemented in California schools during the ongoing COVID-19 pandemic. Through a state-wide survey, analysis of administrative data, interviews and case studies, this project will assess the impact of COVID-19 on NGSS implementation on a large scale, and more importantly, the extent to which high minority, high-poverty districts are disproportionately affected. It will also identify policy options available to state and school districts. By collecting critical and timely data, this project will contribute new knowledge to understanding of the impact of COVID-19 on NGSS implementation. This knowledge is a necessary step towards policy and practice solutions that support schools and teachers in continuing implementation of NGSS and expanding educational opportunities to underrepresented minorities, English learners, and students with disabilities in post-COVID-19. The goals of the project are to (1) assess the impacts of COVID-19 on NGSS implementation in California; (2) examine whether and how high-minority, high-poverty districts are impacted more acutely than other districts; and (3) identify policies and programs state and local districts could prioritize to mitigate the impacts. A mixed methods approach will be used to answer research questions related to the above goals. Specifically, a survey of all school districts in California will be conducted. Text mining of school district administrative data will also be performed. Qualitative methods will include interviews and case studies. Extensive outreach efforts, including one-on-one briefings with the members of the legislative and executive branches, will also take place throughout the year. A researcher-practitioner partnership will be formed through engaging the California State Department of Education in allocating resources for NGSS implementation and local school districts in developing guidelines to support teachers in NGSS-aligned instruction. Project findings will be widely disseminated through online resources and digital libraries to school districts, science teachers, and curriculum developers. Project findings will inform state policymaking and increase the partnerships between research institutions and state government. This RAPID award is made by the Discovery Research preK-12 (DRK-12) program in the Division of Research on Learning. The DRK-12 program seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.