Transcript MSP

National Science Foundation
Math and Science Partnership
Optimism and
Opportunities
Math and Science Partnership: A Research
and Development Effort
James Hamos
Division of Undergraduate
Education
Directorate for Education and
Human Resources
National Science Foundation
Math and Science Partnership
Today’s Conversation
 A Quick Glance at the NSF-MSP
Portfolio
 What are we learning?
 Funding Opportunities
 Persisting Challenges
National Science Foundation
Math and Science Partnership
Disclaimer
The instructional practices and
assessments discussed or shown in
these presentations are not
intended as an endorsement by the
U.S. Department of Education.
National Science Foundation
Math and Science Partnership
Persisting Challenges?
Jot down three challenges you see that
persist in this important work of
improving STEM education through
partnership between Post-secondary
education and K-12 education
National Science Foundation
Math and Science Partnership
NSF’s Math and Science Partnership
 A research & development effort at NSF for
building capacity and integrating the work
of higher education with that of K-12 to
strengthen and reform mathematics and
science education
 Launched in FY 2002 as a result of
legislative interest and was also a key facet
of the NCLB vision for K-12 education
 Strongly reauthorized as part of the America
COMPETES Act of 2007 and provided with
additional appropriation in the American
Recovery and Reinvestment Act of 2009 and
the FY 2009 federal budget
National Science Foundation
Math and Science Partnership
Through the Math and Science Partnership program,
NSF awards competitive, merit-based grants to teams
composed of institutions of higher education, local K12 school systems and supporting partners. At their
core, Partnerships contain at least one institution of
higher education and one K-12 school system.
National Science Foundation
Math and Science Partnership
What distinguishes NSF’s MSP Program?
 Substantial intellectual engagement of
mathematicians, scientists and
engineers from higher education in
improving K-12 student outcomes in
mathematics and the sciences
 Depth and quality of creative, strategic
actions that extend beyond
commonplace approaches
National Science Foundation
Math and Science Partnership
What distinguishes NSF’s MSP Program?
 Breadth and depth of Partnerships –
Partnerships between organizations,
rather than among individuals only
 Organizational/institutional change
driven by Partnerships
 Degree to which MSP work is integrated
with evidence; degree to which the
work of the Partnerships is itself the
work of scholars who seek evidence for
what they do
National Science Foundation
Math and Science Partnership
145 Funded MSP Projects
12 Comprehensive Partnerships
(FY 2002, FY 2003)
36 Targeted Partnerships
(FY 2002, FY 2003, FY 2004, FY 2008)
23 Institute Partnerships
(Prototype Award in FY 2003, FY 2004, FY 2006, FY 2008, FY 2009)
19 MSP-Start Partnerships
(FY 2008, FY2009)
6 Phase II Partnerships
(FY 2008, FY 2009)
49 RETA projects
(Design Awards in FY 2002, FY 2003, FY 2004, FY 2006, FY 2008, FY 2009)
National Science Foundation
Math and Science Partnership
Math and Science Partnership (MSP) Program
National Distribution of Partnership Activity
National Science Foundation
Math and Science Partnership
Scope of Partnership Projects
 Over 900 K-12 school districts
 ~5 million students
 ~147,000 teachers of K-12 math
and science
 Over 200 institutions of higher
education
 Over 2600 faculty, administrators,
graduate and undergraduate
students
National Science Foundation
Math and Science Partnership
Key Features
 Partnership-driven, with significant
engagement of faculty in mathematics,
the sciences, and engineering
 Teacher quality, quantity, and diversity
 Challenging courses and curricula
 Evidence-based design and outcomes
 Institutional change and sustainability
National Science Foundation
Math and Science Partnership
Impacts on Students
Overall increase in math proficiency in
MSP schools from the first year 200304 (672 schools in the sample) to the
2006-07 (1666 schools in sample) at all
levels (analysis years to date; future
reports will document later trends)
Sustained (1st year to end year) increase
in math proficiency is statistically
significant at all three levels
National Science Foundation
Math and Science Partnership
Impacts on Students
Increased proficiency of students across the MSP portfolio on
state mathematics assessments
National Science Foundation
Math and Science Partnership
Impacts continued…
Schools that focused specifically with
math interventions had a particularly
powerful and sustained impact on
student achievement in math as
compared to schools in other projects
that did not have this focus
Similar trends in improved student
achievement in science also were
found, particularly in schools that
focused on science interventions
National Science Foundation
Math and Science Partnership
Impacts continued…
A closing of the achievement gaps in
MSP schools
between both African American and
Hispanic students and white student in
elementary school math, middle school
science and high school science
between African American and white
students in elementary school science
between Hispanic and with students in
high school mathematics
National Science Foundation
Math and Science Partnership
Examining Student Achievement
 Year-by-Year Trend Analysis
 Matched comparisons
 Meta-analysis pre/post assessments
Closing the
Achievement
Gap
National Science Foundation
Math and Science Partnership
What Are We
Learning?
National Science Foundation
Math and Science Partnership
What are we learning?
A few reminders from past presentations
 Through new long-term and coherent courses and programs,
the involvement of STEM faculty and their departments in preand in-service education enhances content knowledge of
teachers
 STEM Professional Learning Communities are new exemplars
in professional development
 MSP projects are making new contributions to the STEM
education literature related to teacher content knowledge and
teacher leadership—Knowledge Management and
Dissemination—www.mspkmd.net
 Research methods in ethnography and social network analysis
help document change in institutions and partnerships
 New centers and institutes devoted to K-16 math and science
education facilitate interactions between higher education and
K-12, offer professional development for STEM faculty, and
advance the scholarship of teaching and learning
National Science Foundation
Math and Science Partnership
What are we learning?
A few reminders from past presentations
 Post-secondary STEM faculty, often with aid of teachers-inresidence on college campuses, are broadening their
discussions of teaching and learning and supporting new
efforts in teacher preparation
 Revised tenure & promotion policies recognize faculty for
scholarly contribution to the advancement of math and science
education
 STEM faculty engagement with K-12 is resulting in:
 Increased sophistication in pedagogy and praxis of STEM
faculty
 An awareness of the importance of the STEM faculty role in
pre-service preparation, including encouraging strong STEM
students to consider teaching as an appropriate career path
 A paradigm shift of Respect—Professionalism—Mutual Benefit



Teachers learn from STEM faculty
STEM faculty learn from teachers
There are no quick fixes—the substantive improvement
of K-12 STEM education requires long-term attention from
people who are committed to long-term solutions
National Science Foundation
Math and Science Partnership
New National Impact Report
National Science Foundation
Math and Science Partnership
What are we learning?
Learning progressions provide a new way to build
conceptual knowledge in the science curriculum
The partnership project entitled Culturally relevant
ecology, learning progressions and environmental literacy
is driven by an environmental science literacy framework
around learning progressions within core science and
mathematics concepts. The project engages the research
and education prowess within four research sites of the
NSF-funded Long Term Ecological Research (LTER)
Network with 22 K-12 schools/districts, with direct
impacts on over 250 science and mathematics teachers
and 70,000 students of highly diverse backgrounds. The
learning progressions are organized around three key
science strands (carbon, water, and biodiversity) and a
mathematical strand (quantitative reasoning and the
mathematics of modeling); all of these are further
connected by the theme of education for citizenship.
National Science Foundation
Math and Science Partnership
What are we learning?
Multiple strategies enhance opportunities for
students to be prepared for, have access to, and
be encouraged to participate and succeed in
challenging mathematics and/or science courses
In collaboration with the College Board and Harvard
Medical School, the Boston Science Partnership core
higher education partners – the University of
Massachusetts–Boston and Northeastern University –
have provided workshops and institutes for teachers,
university-based laboratory programs for students and
teachers, summer “bridge” programs for entering AP
students, classroom volunteer support and a full-length
practice exam for students. To help lead some of these
activities, the BSP recruited experienced AP teachers with
the long-term goal of developing them into endorsed
College Board consultants.
National Science Foundation
Math and Science Partnership
Boston Science Partnership
The Boston Science Partnership provides intensive, year-round
support to Advanced Placement (AP) science classrooms throughout
the Boston Public Schools to support the district’s growth of
student enrollment in AP science programs. Between 2000 and
2009, the number of Boston Public Schools students taking AP
science exams has dramatically increased from 183 to 781.
National Science Foundation
Math and Science Partnership
What are we learning?
Peer-enhanced classrooms enable teachers to use
“assistants” in their classes and student
achievement improves as schools restructure
Based on early successes in an intensive summer school
setting, the MSPinNYC, involving the City University of New
York (CUNY) in partnership with the NYC Department of
Education, developed a model to change classroom
instruction during the academic year called the Peer
Enhanced Restructured Classroom (PERC). This model uses
students who have previously passed the course as peer
teachers. The teacher actually does little direct teaching to
the class. Rather, the teacher learns to work through the
student peer teachers, effectively teaching through the
peers. Activities designed by the teacher are used by the
peer teachers to engage and support learning in the
classroom. The role of the teacher changes from one
primarily defined by supporting learning through direct
interaction with students to that of being an effective
manager.
National Science Foundation
Math and Science Partnership
MSPinNYC
Passing Rates of Students Sitting for the New York State-Mandated
Regents Exam in Integrated Algebra or Living Environments
Pre-Pilot
Spring 2008
• Large school
• 3 teachers; 2 IA, 2 LE
• N IA = 80; NLE = 30
Pilot:
Academic Year 2008-2009
• Four schools, 2 large, 2 small
• 11 teachers; 7 math, 4 science
• N IA = 383; NLE = 201
Field Trial
PERC Summer School 2009
• 2 Sites: Hunter College,
New World High School
• 3 IA classes; 3 LE classes
• N IA = 65; NLE = 44
In the 2008-2009 Academic year, the MSPinNYC ran a pilot field trial that involved four
high schools, eleven teachers, and nearly 600 students in NYC. In control type "A",
students are randomly placed into the experimental versus control class, but the two
classes are taught by different teachers. In control type "B", the control classes are
taught by the same teacher in a traditional classroom. Lastly, in control type "C" the
student population is not the same in the control and experimental classes.
National Science Foundation
Math and Science Partnership
What are we learning?
K-12 Engineering Education is ready for prime time
The University of Texas at Austin's Cockrell School of
Engineering is partnering with the successful UTeach
Natural Sciences program and the Austin Independent
School District to develop and deliver UTeachEngineering,
an innovative, design- and challenge-based curriculum for
preparing secondary teachers of engineering. To meet the
growing need for engineering teachers in Texas, and to
serve as a model in engineering education across the
nation, UTeachEngineering has the following four
professional development pathways to teacher
preparedness, two for in-service teachers and two for preservice teachers:
1. UTeach Master of Arts in Science and Engineering
Education (MASEE);
2. Engineering Summer Institutes for Teachers (ESIT);
3. Engineering Certification Track for Physics Majors; and
4. Teacher Preparation Track for Engineering Majors.
National Science Foundation
Math and Science Partnership
What are we learning?
New tools and instruments, with documented
reliability & validity, help professional developers
accurately assess the content that teachers need
to know for the teaching of math and science
The Misconception Oriented Standards-based Assessment
Resource for Teachers in Life Science (MOSART-LS) project
develops rigorous Distractor Driven Multiple Choice
assessment tools that aid in generating evidence-based
measures of professional development’s impact on K-8
teachers' life science subject-matter knowledge and
relevant pedagogical content knowledge. This work utilizes
peer-reviewed research studies of student conceptions in
order to generate specialized assessments. These
assessments measure the degree to which teachers hold
the accepted scientific view represented by each of the 31
K-8 Content Standards in life science. The project is
developing 250 valid new items and gathering data from a
nationally representative sample of 8000 students and their
teachers.
National Science Foundation
Math and Science Partnership
What are we learning?
Cyber-enabled tools promote professional learning
communities, and enhance teaching and learning
The Institute for Chemistry Literacy through Computational
Science (ICLCS) is preparing rural Illinois chemistry teachers
for the 21st Century through content, computational tools,
and teaching methodology by building a virtual professional
learning community among researchers, faculty and
students. ICLCS Fellows enroll in a three-credit hour
graduate-level chemistry course during the academic year
delivered through Moodle, an open source course
development tool that supports the virtual learning
community. Fellows post reflections on their teaching,
share materials, interact with faculty mentors, and attend
online presentations to enhance their chemistry content
knowledge. Exercises are designed to foster expertise in
software use through building molecules, performing
geometry optimizations, measuring bond distances and
angles, determining energies, and viewing surfaces.
National Science Foundation
Math and Science Partnership
Funding Opportunities
National Science Foundation
Math and Science Partnership
FY 2010 MSP Solicitation
NSF 10-XXX
In this solicitation, NSF will likely support
six types of awards:
Partnerships
Targeted
Institute
MSP-Start
Phase II
Research, Evaluation and Technical Assistance
(RETA)
Innovation through Institutional Integration (I3)
National Science Foundation
Math and Science Partnership
Innovative partnerships to improve K-12
student achievement in math and science
 Targeted — focus on studying and solving
teaching and learning issues within a specific
grade range or at a critical juncture in education,
and/or within a specific disciplinary focus in
math or the sciences
 Institute — focus on meeting national needs for
teacher leaders/master teachers who have deep
disciplinary content knowledge and are prepared
to become intellectual leaders in math and
science in their schools and districts
 MSP-Start — for those new to the MSP program,
to support the necessary data analysis, project
design, evaluation and team building activities
needed to develop a full MSP Targeted or
Institute Partnership
National Science Foundation
Math and Science Partnership
FY 2010 MSP Solicitation continued…
 Phase II — for prior NSF MSP awardees, focus on
specific innovative areas of their work that, if
supported through additional research, will
advance knowledge and understanding in
specific area(s)
 Research, Evaluation and Technical Assistance
(RETA) — projects that develop tools to assess
the partnerships’ progress, build evaluation
capacity and conduct focused research.
(Not partnerships)
National Science Foundation
Math and Science Partnership
What Makes a Proposal
Competitive?
 Original ideas that go beyond the
commonplace… innovation
 Succinct, focused project plan
 Rationale and evidence of potential
effectiveness
 Sufficient detail provided
 Realistic amount of work
 Strength of the Partnership team
 Potential contribution to knowledge
 Strong evaluation plan
National Science Foundation
Math and Science Partnership
Innovation through Institutional
Integration (I3)
 I3 challenges institutions to think strategically about
the creative integration of NSF-funded awards, with
particular emphasis on awards managed through
programs in the Directorate for Education and Human
Resources (EHR), but not limited to those awards
 In FY 2010, proposals are solicited in multiple EHR
programs that advance I3 goals: CREST, GSE, HBCU-UP,
ITEST, LSAMP, MSP, Noyce, RDE, and TCUP
 All I3 proposals are reviewed in competition with one
another
 An institution may submit only one I3 proposal in only
one program; Provost is PI; Does not affect submission
to other programs
 April 7, 2010 due date for submission
National Science Foundation
Math and Science Partnership
National Science Foundation
Math and Science Partnership
Robert Noyce Teacher
Scholarship Program
 Initiated by Act of Congress in 2002
 Reauthorized in 2007 (America
COMPETES Act)
 To encourage talented mathematics,
science, and engineering
undergraduates to pursue teaching
careers
 To encourage STEM professionals to
become teachers
 To prepare Master Teachers
National Science Foundation
Math and Science Partnership
Noyce Scholarship Program
FY 2010 Solicitation (NSF 10-514)
Robert Noyce Teacher Scholarship Track
 Scholarships (at least $10,000 per year) for undergraduate
STEM majors preparing to become K-12 Teachers
 Summer internships for freshmen and sophomores
 Stipends (at least $10,000 for 1 year) for STEM
professionals seeking to become K-12 teachers
 Recipients commit to teaching in a high need school
district for 2 years for each year of scholarship/stipend
support
NSF Teaching Fellowships & Master Teaching
Fellowships (TF/MTF) Track
 Fellowships for STEM professionals receiving teacher
certification through a master’s degree program
 Fellowships for science and math teachers preparing to
become Master Teachers
National Science Foundation
Math and Science Partnership
Noyce Scholarship Program
NSF 10-514
Important Dates

Letters of Intent (optional):
 February 9, 2010

Full Proposal Deadline:
 March 10, 2010
Questions: [email protected]
National Science Foundation
Math and Science Partnership
Other Opportunities for Funding
Advanced Technological Education (ATE)
Focuses on the education of technicians for the
high-technology fields that drive our nation's
economy in part through programs that are
designed to improve existing as well as prospective
K-12 teachers' technological understanding; to
provide them with experiences to use in engaging
students in real world technological problems; and
to strengthen their preparation in science and
mathematics overall
Course, Curriculum and Laboratory Improvement
(CCLI)
Supports efforts to create, adapt, and disseminate
new learning materials and teaching strategies,
develop faculty expertise, implement educational
innovations, assess learning and evaluate
innovations, and conduct research on STEM
teaching and learning
National Science Foundation
Math and Science Partnership
Other Opportunities for Funding
NSF Scholarships in Science, Technology,
Engineering, and Mathematics (S-STEM)
Makes grants to institutions of higher education to
support scholarships for academically talented,
financially needy students, enabling them to enter
the workforce following completion of an associate,
baccalaureate, or graduate level degree in science
and engineering disciplines.
National Science Foundation
Math and Science Partnership
Tools and Instruments?
A few reminders from past presentations
 Evidence: An Essential Tool – Planning for and Gathering Evidence
Using the Design-Implementation-Outcomes (DIO) Cycle of
Evidence
 Learning Mathematics for Teaching / Mathematical Knowledge
for Teaching; web-based Teacher Knowledge Assessment system
(Harvard U., PI Heather Hill; U. of Michigan, PI Geoffrey Phelps)
 Assessing Teacher Learning About Science Teaching (ATLAST);
(Horizon Research, Inc., PI Sean Smith)
 Misconception Oriented Standards-based Assessment Resource
for Teachers (MOSART); physical, earth, and life sciences;
(Harvard U., PI Philip Sadler)
 MSPnet.org Toolbox (TERC, PI Joni Falk)
 Online Evaluation Resource Library (oerl.sri.com, SRI.com)
 Surveys of Enacted Curriculum (Wisconsin Center for Educational
Research and CCSSO)
 Distributed Leadership for Middle School Math Education
(Northwestern U., PI Jim Spillane)
 Thinking About Mathematics Instruction (EDC, PI Barbara Scott
Nelson)
National Science Foundation
Math and Science Partnership
Back to those
Persisting Challenges?
Capturing the Challenges and continuing
the conversation into the breakout
session…… Which will be MUCH
MORE INTERACTIVE!
National Science Foundation
Math and Science Partnership
Website for MSP at NSF
http://www.nsf.gov
Click on Program Area – Education
Click on Division of Undergraduate
Education (DUE)
Click on Math and Science
Partnership Program
Website for MSPnet
http://mspnet.org
National Science Foundation
Math and Science Partnership
Mathematics and Science
Partnership (MSP) Programs
U.S. Department of Education
San Diego Regional Meeting
February 2010