Feature Article

Improving the Science and Mathematics Achievement of All Urban Students
Findings from the National Science Foundation's Urban Systemic Initiative

- Summarized from Academic Excellence for All Urban Students: Their Accomplishments in Science and Mathematics, a report prepared by Systemic Research, Inc. for the National Science Foundation, April 2001.

In 1993, the National Science Foundation (NSF) launched the Urban Systemic Initiative (USI) program to support educational reform in 22 large public school districts that have a high percentage of their students living in poverty (Milwaukee, Chicago, Detroit, Cleveland, Columbus, St. Louis, and Phoenix are some of the districts within NCA CASI's region that participated in the initiative). The goal of the initiative was to improve math and science literacy of all students in these districts.

The initiative was based on NSF's six drivers of system reform:

1. Standards-based curriculum, instruction, and assessment
2. Policy support for high quality learning and teaching
3. Convergence of educational resources
4. Partnerships and leadership: broad-based support
5. Measures of effectiveness focused on student outcomes
6. Achievement of all students, including those historically underserved

Preliminary findings from NSF's evaluation of the USI indicate significant improvement in student performance in math and science. Assessment results indicate improvement; and even more encouraging, the achievement gap between white students and minority students decreased in the majority of sites. In addition, math and science gate-keeping course enrollment and completion rates steadily increased.

NSF's evaluation examines how the six drivers of system reform were implemented by participating districts and how these drivers helped influence increased student performance. Of particular note is the second driver - policy support for high quality learning and teaching. The evaluation reported:

"Policies that promote equal access to high quality, challenging mathematics and science courses in high school are the backbone of mathematics and science reform. Gate-keeping and higher-level mathematics and science courses provide a solid foundation in these subjects. Research has indicated that students who enroll in and complete these courses are more likely to pursue higher-level courses and post-secondary education. These courses are as follows:

The majority of the USI districts increased their focus on these courses while increasing the science and math requirements for high school graduation. Several sites exceeded their state graduation requirements for math and science. NSF found that "these more challenging graduation requirements have not resulted in a decline in graduation rates. In fact, graduation rates have increased slightly."

This finding reveals the power in raising expectations for all students and has significant implications for all schools as they examine their curriculum to better prepare students for success in math and science. To read more of the report's findings, click on the following link http://www.ecs.org/ecsmain.asp?page=/html/issuesK12.asp, highlight the topic area "science," click on selected research and readings, and then click on the study: "Academic Excellence for All Urban Students: Their Accomplishment in Science and Mathematics."

Success Stories
Schools and Districts Share Promising Science Interventions

Students as Science Researchers - An Interdisciplinary Approach at the Arkansas School for Mathematics and Sciences
By Donna Hutchison, Humanities Department Chair; Dr. Brian Monson, Science Department Chair; and Mr. Walt Levisee, Mathematics Instructor

"All students must successfully complete a science research project."
This is a stated goal of the Arkansas School for Mathematics and Science (ASMS), accredited as a college preparatory school since 1995. The goal represents a commitment on the part of all faculty members, not just the science department, to help students engage in meaningful and successful scientific research.

In an effort to help students reach this goal, the school introduced Research through Technology (RTT) and Fundamentals in Research Methods (FIRM), two courses/programs designed to:

• acquaint students with the variety of technology needed for success at ASMS,
• prepare students for an in-depth research project or experiment, and
• teach students the process of science writing and multi-media presentation.

Click here to read about how these courses are designed to support students as researchers and how the entire faculty at ASMS is engaged in an innovative student mentorship program that matches students and teachers in a year-long research project.

Science: A Unifying Force - A Cross Curricular/Multi-Generational Project at Crestview Local School District in Columbiana, Ohio
By Susan Kershner, Instructional Technology Coordinator; John Gecina, Crestview High School Principal; and Al Cervello, Crestview Elementary School Principal

Crestview Local School District located in Columbiana, Ohio is a small rural district in Northeast Ohio. The district serves a total of 1,133 students K-12. The elementary, middle, and high schools are all accredited by NCA CASI. The district is committed to providing students at all grade levels with hands-on experiences, cooperative learning, and problem solving activities that are aimed at helping them attain high standards in reading, writing, math, and science.

The district has developed an exciting cross-curricular project that joins high school biology students and second graders in a collaborative effort to learn about organisms and their environment, culminating in the completion of a multimedia county field guide. Science, math, reading, technology, instructional strategies, and community involvement were all target areas from the district's continuous improvement plan that were directly addressed in the project.

Click here to read an overview of the project and to learn how interested teachers can adapt this project for use in their own school/district.

Resources

Useful Science Resources on the Internet
Click here for a list of helpful science-related websites.

Commission Corner

2003 Satisfaction Survey -- Play 25 questions and win!
We are committed to providing you with high quality accreditation and related services. As the 2002-03 school year comes to an end, we want to hear from you about how we are doing and how we can better serve you. Please click here to complete our 25 question electronic 2003 satisfaction survey. Five lucky respondents will be selected to receive NCA prizes. Be sure to complete the survey today, as it will go offline on June 6.

Journal of School Improvement -- Call for Manuscripts for Fall Issue on Science
The Fall, 2003 issue of the Journal of School Improvement will examine the theme of school science in a standards-based environment. The editors are interested in manuscripts that present ideas for enhancing science literacy, identifying and selecting standards-based curricula, carrying out standards-based instruction, implementing high quality assessments of standards, using technology in teaching science, and conducting effective professional development. To learn more about submitting a manuscript click here.

Accreditation Criteria for Early Childhood Education Programs Adopted
At the April Annual Meeting, members of the NCA CASI Delegate Assembly reviewed and approved accreditation criteria for integrated early childhood education programs (those programs that are part of an existing educational entity, such as a district or elementary school). The criteria are incorporated in the Standard and Criteria for Elementary, Middle Level, Secondary and Unit Schools. To learn more about these new criteria, visit our website at www.ncacasi.org and click on the featured early childhood link.

Draft District/System Standard and Criteria to be Implemented in the Fall
The Commission has drafted district/system standard and criteria that will be implemented this fall in selected demonstration sites. The standard and criteria provide districts/systems with a unified approach to school improvement. They focus the district/system on providing its schools with the resources and support needed to improve the quality of education and increase student performance. To find out more, contact your NCA CASI state office at 1-800-525-9517.

Annual Meeting Notes

Call for Presenters

Improving student and school performance - it is what we, as educators, are all about. It is the primary focus of NCA CASI and the theme of our 109th Annual Meeting to be held March 28-31, 2004, in Chicago, Illinois.

We are seeking presenters for our Annual Meeting who can share proven strategies and interventions for raising student, school, and district/system performance. The presentations should emphasize hands-on, practical information that can be easily applied to classroom, school, or district settings. In addition, the presentations should include descriptions of the results attained by using the shared strategies and interventions. You can submit your presentation on-line at http://www.ncacasi.org/event/meeting/cfp.

Upcoming Professional Development

Join us this summer in the School Improvement Specialist Program!
The University of Nebraska-Lincoln/NCA CASI School Improvement Specialist Program is designed for school improvement officials like you who are developing a comprehensive school improvement plan. Participants actually develop their plan as they work through the program with insight and feedback from faculty and other participants. When the program is complete, participants have a model to implement.

New course sequences will begin this summer and fall. You still have time to join your colleagues this summer. New cohorts will start May 19 and September 2. Visit http://extended.unl.edu/ncaimprove for more information about the program, available scholarships and how to enroll.

How to Reach Us

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North Central Association
Commission on Accreditation and School Improvement
P.O. Box 874705
Tempe, AZ 85287-4705
800-525-9517
http://www.ncacasi.org

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