math and science partnership (msp) program

Math and Science Math and Science Partnership (MSP) Partnership (MSP)

ProgramProgramA Research and A Research and

Development Effort in K-16 Development Effort in K-16 Teaching and LearningTeaching and Learning

James E. HamosDirectorate for Education & Directorate for Education &

Human ResourcesHuman Resources

November 2009

A research & development effort at NSF for building capacity A research & development effort at NSF for building capacity

and integrating the work of higher education with that of K-12 and integrating the work of higher education with that of K-12

to strengthen and reform mathematics and science education to strengthen and reform mathematics and science education

Launched in FY 2002 as a result of legislative interest and Launched in FY 2002 as a result of legislative interest and

was also a key facet of the President’s NCLB vision for K-12 was also a key facet of the President’s NCLB vision for K-12

educationeducation

Reauthorized as part of the Reauthorized as part of the America COMPETES Act of 2007America COMPETES Act of 2007

and provided with additional appropriation in the and provided with additional appropriation in the American American

Recovery and Reinvestment ActRecovery and Reinvestment Act of 2009of 2009 and the and the FY 2009FY 2009

federal budgetfederal budget

NSF’s Math and Science NSF’s Math and Science PartnershipPartnership

What distinguishes NSF’s MSP What distinguishes NSF’s MSP Program?Program?

Substantial intellectual engagement of Substantial intellectual engagement of mathematicians, scientists and engineers mathematicians, scientists and engineers from higher education in improving K-12 from higher education in improving K-12 student outcomes in mathematics and the student outcomes in mathematics and the sciencessciences

Depth and quality of creative, strategic Depth and quality of creative, strategic actions that extend beyond commonplace actions that extend beyond commonplace approachesapproaches

What distinguishes NSF’s MSP What distinguishes NSF’s MSP Program?Program?

Breadth and depth of Partnerships – Partnerships between organizations, rather than among individuals only

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

Organizational/institutional change driven by Partnerships

Through the Math and Science Partnership program, NSF awards competitive, merit-based grants to teams composed of institutions of higher education, local K-12 school systems and supporting partners. At their core, Partnerships contain at least one institution of higher education and one K-12 school system.

12 ComprehensiveComprehensive PartnershipsPartnerships (FY 2002, FY 2003)

36 TargetedTargeted PartnershipsPartnerships (FY 2002, FY 2003, FY 2004, FY 2008)

23 Institute PartnershipsInstitute Partnerships (Prototype Award in FY 2003, FY 2004, FY 2006, FY 2008, FY

2009)

19 MSP-StartMSP-Start PartnershipsPartnerships (FY 2008, FY2009)

6 Phase IIPhase II PartnershipsPartnerships (FY 2008, FY 2009)

49 RETARETA projects (Design Awards in FY 2002, FY 2003, FY 2004, FY 2006, FY 2008, FY 2009)

145 Funded MSP Projects145 Funded MSP Projects

7

Math and Science Partnership (MSP) ProgramMath and Science Partnership (MSP) ProgramNational Distribution of Partnership ActivityNational Distribution of Partnership Activity

Over 800 K-12 school districts ~5 million students ~147,000 teachers of K-12 math and

science 198 institutions of higher education Over 2600 faculty, administrators,

graduate and undergraduate students

Scope of Partnership ProjectsScope of Partnership Projects

Examining Student Examining Student AchievementAchievement

Year-by-Year Trend Analysis Matched comparisons Meta-analysis pre/post assessments

Closing the Closing the Achievement Achievement

Gap Gap

Through new long-term and Through new long-term and coherent courses and programs, coherent courses and programs, the involvement of STEM faculty the involvement of STEM faculty and their departments in pre- and and their departments in pre- and in-service education enhances in-service education enhances content knowledge of teachers content knowledge of teachers

What are we learning?What are we learning?

Students who have NCOSP teacher leaders for one and two years of instruction are more likely to score proficient on state assessments than students who do not have such a teacher.

North Cascades and Olympic Science PartnershipNorth Cascades and Olympic Science Partnership

39.4 39.243.7 42.4

48.648.6

0

10

20

30

40

50

60

5th Grade 10th Grade

% Proficient

0 Years with aNCOSP Teacher

1 Year with aNCOSP Teacher

2 Years with aNCOSP Teacher

N = 7408 1927 368 2949 1819 327

Impact on Teacher Leaders’

Content Knowledge

Impact on the Students of

Teacher Leaders

MSP projects are making new MSP projects are making new contributions to the STEM contributions to the STEM education literature related to education literature related to teacher content knowledge and teacher content knowledge and teacher leadershipteacher leadership


http://www.mspkmd.net/

Teacher Content Knowledge & Teacher Content Knowledge & Teacher LeadershipTeacher Leadership

STEM professional learning STEM professional learning communities are new exemplars communities are new exemplars in professional developmentin professional development


STEM education can and should STEM education can and should extend beyond science and extend beyond science and mathematics; in particular, K-12 mathematics; in particular, K-12 engineering education is ready for engineering education is ready for prime time prime time


Research methods in ethnography Research methods in ethnography and social network analysis help and social network analysis help document change in institutions document change in institutions and partnershipsand partnerships


School with Emerging Distributed Leadership

School with High Distributed Leadership

• Distance is important. Closer nodes are more tightly connected than nodes that are further apart. • Color is important. Individuals from the subject school are colored red and those who are not at the school are green. The MTL for each school is colored yellow. • Shape denotes role as follows: Diamond = MTL; Overlapping Triangles = Principal; Up Triangle = Literacy Coach; Down Triangle = MTS; Square = Teacher; Circle = Other role

Milwaukee Mathematics Milwaukee Mathematics PartnershipPartnership

Higher education STEM faculty, Higher education STEM faculty, often with the aid of teachers-in-often with the aid of teachers-in-residence on college campuses, are residence on college campuses, are broadening their discussions of broadening their discussions of teaching and learning and teaching and learning and supporting new efforts in teacher supporting new efforts in teacher preparationpreparation


New centers and institutes New centers and institutes devoted to K-16 math and science devoted to K-16 math and science education facilitate interactions education facilitate interactions between higher education and K-between higher education and K-12, offer professional development 12, offer professional development for STEM faculty, and advance the for STEM faculty, and advance the scholarship of teaching and scholarship of teaching and learninglearning


Revised tenure & promotion Revised tenure & promotion policies recognize faculty for policies recognize faculty for scholarly contributions to the scholarly contributions to the advancement of math and science advancement of math and science educationeducation


Institutes on the Teaching and Learning of Science and Mathematics

Faculty support through mini-grants to encourage modifications in introductory courses to include more active learning strategies

University of Georgia System - PRISMUniversity of Georgia System - PRISM

Faculty driven change has resulted in increase learning for undergraduates

Improved Science Scores – GA High School Graduation Test Improved Science Scores – GA High School Graduation Test 100% of PRISM districts increased pass rates from 2004-2005. In 2004, only 1 PRISM district had a pass rate greater than 75%; in 2006 – 8 had pass rates greater than 75%.

2003-04

2004-05

2005-06

7 PRISM Districts pass rate the state average pass rate (68%)



Using the Inventory of Teaching and Learning (ITAL), PRISM has studied whether or not participation in learning communities (LCs) increases K-12 teachers’ uses of varied teaching practices in science and/or mathematics classes, and if having an IHE faculty member engaged in LCs increases teachers’ uses of varied teaching practices. In a 2006 study, based on ITAL data from over 4000 STEM teachers, those who participated in PRISM LCs reported greater emphasis on standards-based teaching and learning practices than those who did not. Moreover, teachers who participated in PRISM LCs that had IHE faculty members reported greater emphasis on both inquiry-based and standards-based teaching and learning practices than participants in PRISM LCs that did not have higher education involvement.

FY’10 MSP Solicitation FY’10 MSP Solicitation NSF 10-XXXNSF 10-XXX

In this solicitation, NSF will likely support six In this solicitation, NSF will likely support six types of awards:types of awards:

PartnershipsPartnerships Targeted Targeted Institute Institute MSP-Start MSP-Start Phase IIPhase II

Research, Evaluation and Technical Research, Evaluation and Technical AssistanceAssistance ((RETA)RETA)

Innovation through InstitutionalInnovation through Institutional IntegrationIntegration (I(I33))

Click on Program Area – EducationClick on Program Area – Education

Click on Division of Undergraduate Click on Division of Undergraduate Education (DUE)Education (DUE)

Click on Math and Science Click on Math and Science Partnership ProgramPartnership Program

Website for MSPnetWebsite for MSPnethttp://mspnet.orghttp://mspnet.org

Website for MSP at NSFWebsite for MSP at NSFhttp://www.nsf.govhttp://www.nsf.gov

math and science partnership (msp) program

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