ERIC ED359290: New Equations: The Urban Schools Science and Mathematics Program.

63 Pages·1993·1.1 MB·English

by  ERIC

DOCUMENT RESUME
ED 359 290
UD 029 317
AUTHOR
Archer, Elayne
TITLE
New Equations: The Urban Schools Science and
Mathematics Program.
INSTITUTION
Academy for Educational Development, Inc., New York,
N.Y.
SPONS AGENCY
Ford Motor Co., Dearborn, Mich.
REPORT NO
ISBN-0-89492-101-0
PUB DATE
93
NOTE
63p.
AVAILABLE FROM
Academy for Educational Development, Inc., 100 Fifth
Avenue, New York, NY 10011.
PUB TYPE
Descriptive (141)
Reports
EDRS PRICE
MF01/PC03 Plus Postage.
DESCRIPTORS
Algebra; Black Students; Career Education; Elementary
School Students; Enrichment Activities; *Females;
*Hispanic Americans; *Intermediate Grades; Junior
High Schools; Junior High School Students;
*Mathematics Education; Middle Schools; *Minority
Groups; Program Descriptions; *Science Education;
Staff Development; Urban Education
IDENTIFIERS
African Americans; Atlanta Public Schools GA;
Cleveland Public Schools OH; Detroit Public Schools
MI; Hispanic American Students; Latinos; Middle
School Students; *Urban Schools Science and
Mathematics Program
ABSTRACT
This report describes the efforts of three urban
school districts participating in the Urban Schools Science and
Mathematics Program (USSAMP) to enhance mathematics and science
education in the middle grades and 'o prepare more African-American,
Latino, and female students for career opportunities in technology
and science. In Atlanta (Georgia), activities of the USSAMP program
included establishing a professional development institute and a
Saturday Mathematics and Science Academy, providing increased student
supports for math and science, and introducing middle grade students
to algebra. The Cleveland (Ohio) effort included activity-based
instruction, mathematics and science clubs, mathematics competitions,
a school banking program, science fairs, career awareness education,
self-esteem building efforts, and professional development, as well
as other activities. The Detroit (Michigan) project involved a
Saturday Institute as part of teacher professional development,
increased school instruction time for mathematics and science, the
purchase of materials, family mathematics sessions, and career
awareness supports. A final chapter summarizes lessons learned at the
three sites in vision formulation, the importance of district-level
support, the principal's role, planning, technical assistance,
ongoing professicnal development, minority contributions, access to
algebra, and other areas. An appendix lists participants, resources,
and members of the Academy for Educational Development Board of
Directors. (JB)
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NEW EQUATIONS
The Urban Schools
Science and Mathematics Program
by
Elayne Archer
2-U rr)
ACADEMY FOR EDUCATIONAL DEVELOPMENT, INC.
1993
Academy For Educational Development
AED is an independent. tax-exempt, nonprofit organization committed to
addressing human development needs through education, communication, and
information. Under contracts and grants. it operates programs for government
and international agencies. educational institutions. foundations. and corpora-
tions. Since its founding in 1961, AED has conducted projects throughout the
United States and in more than IOU countries in the developing world. In part-
nership with its clients, AED strives to increase access to learning, to improve
the functioning of educational institutions, and to expand the sphere of education
to social and economic development.
The School and Community Services department has a strong commitment to
excellence and equity in education and to developing links between schools and
community agencies to increase educational and development opportunities for
at-risk youth across the United States. Staff and consultants have extensive expe-
rience working with large urban school systems. community organizations, and
foundations and other funding agencies on programs addressing critical educa-
tional issues, such as dropout prevention, adolescent pregnancy and parenting,
literacy, and youth employment and training.
Library of Congress Cataloguing-in-Publication Data
Archer. Elayne
the urban schools
New equations:
science and mathematics
program / by Elayne Archer
p. 54
Includes bibliographical references.
ISBN 0-89492-1:H-0
I. Mathematics-Study and teaching (Secondary) United States.
2. Science-Study and teaching (Secondary) United States.
3. Minority students-Education (Secondary) United States.
I. Title
QA1 3.A73 1992
507.1'273dc20
92-45791
CI P
Copyright 1993
Academy for Educational 1Jevelopment. Inc.
iii
TABLE OF CONTENTS
Foreword
vii
Acknowledgments
Introduction
9
The Atlanta USSAMP Project
The Cleveland USSAMP Project
19
.77
The Detroit USSAMP Project
39
Lessons Learned
47
Appendix
53
Resources
FOREWORD
For several years it has been our privilege to oversee the Urban Schools Sci-
sponsored by the Ford
ence and Mathematics Program (USSAMP). The program,
Motor Company and the U. S. Equal Employment Opportunity Commission, was
initiated in response to growing concern about the underrepresentation of
African-Americans, Latinos. and females in precollege mathematics and science
courses and in careers in science and technology.
In the fall of 1989, Ford Motor Company awarded grants to three urban school
districts to support activities to improve the mathematics and science achieve-
in three
ment of African-American, Latino, and female middle-grades students
cities where Ford had a large corporate presence: Atlanta. Cleveland and Detroit.
Over the next two years, participating schools undertook a number of innovative
activities to enhance the teaching and learning of mathematics and science.
USSAMP was fueled by a vision of equity: that African-American, Latino.
and female students could reach high levels of achievement in both mathematics
and science, given high teacher expectations, effective curriculum and teaching
strategies. and adequate curricular and non-curricular supports. The USSAMP
experience bows that this is true. This report provides many examples of the
excellent work in mathematics and science that African-American, Latino, and
female students can achieve. It describes these activities in detail in the hope that
other middle-grades educators will he inspired to work to improve the mathemat-
ics and science education and achievement of these students.
USSAMP also provides an excellent example of a growing trend in American
education: a dynamic partnership between the corporate sector and the schools
The program is
to improve educational opportunities for disadvantaged youth.
evidence of Ford Motor Company's ongoing commitment to equity in the work-
place and of the corporate sector's commitment to improving educational oppor-
tunities for disadvantaged youth. We hope that this report will encourage other
members of the corporate sector to work in partnerships with schools and school
districts to improve the educational achievement of disadvantaged youth and to
future.
prepare them for the challenging workplace of the
Jac}, Thurmond
J. T. Powell
Associate General Counsel
Manager
Systemic Investigations and Individual
Personnel Relations and Equal
Compliance Programs
Employment Planning
Office of the General Counsel
Department
U. S. Equal Employment Opportunity
Ford Motor Company
Commission
ACKNOWLEDGMENTS
Many people contributed to the Urban Schools Science and Mathemat-
ics Program and to this report. Notably. we are grateful to the members
of the USSAMP technical assistance team
Deanna Banks Beane, Pro-
ject Director. Youth Alive. Association of Science and Technology Cen-
ters: Walter Bogart. Program Officer. Directorate of Education and
Human Resources Programs. American Association for the Advancement
of Science: Jeffery Johnson, President. Management Plus Consulting and
Training Services: Ceasar McDowell. Assistant Professor. Department of
Human Development and Psychology. Harvard Graduate School of Edu-
cation: and Robert Moses. mathematics educator
who offered much val-
uable advice and guidance over the years.
We acknowledge the contributions of the many individuals who partic-
ipated in the USSAMP projects: district-level staff. who showed leader-
ship in undertaking innovative approaches to mathematics and science
education in their districts: project staff and teachers. who pioneered new
approaches to improving middle-grades mathematics and science teach-
ing: and students. who were a source of inspiration to those who worked
with them daily. The following project participants attended the May
1992 USSAMP conference in Washington. D.C. and offered valuable
insights into what made their projects effective: James Bateman. Juanita
Clay Chambers, Charlene Coats, Mildred Coats. Linda Danns. Gloria
Jackson. Wevman Patterson. David Porter. Leviticus Roberts. Melvin
Webb. and Linda Wood. The representatives of other schools and districts
engaged in mathematics and science education reform who attended this
conference also made a valuable contribution.
We especially thank Juanita Clay Chambers of Detroit Public Schools.
Wevman Patterson of Atlanta Public Schools, and Mayethel White of
Cleveland Public Schools. who tirelessly read and reread the chapters
describing the USSAMP projects in their cities.
Several Academy for Educational Development colleagues and former
colleagues were critical to this program and report: Sandra Jibbrell,
former program director, initiated USSAMP and provided its spirit and
vision: Sharon Franz. senior vice president. guided the development and
progress of the project: Veena Kau!. program coordinator. was involved
with USSAMP from the beginning and provided guidance and enthusi-
asm throughout the implementation and documentation of the project:
Alexandra Weinhaum, AED senior program officer. offered feedback on
one of the drafts: Patricia lorfino, Dorothy Nixon. and Paula Vincent pro-
vided word processing support: and Ray Valdivieso, vice president and
director, provided encouragement during the final stages of the project.
Dore Hollander provided much-needed assistance in terms of copy
editing, and Bill Donat of Waldon Press made many helpful suggestions
in terms of design.
Finally. we acknowledge the generous support of the Ford Motor Com-
Jul-
pany and the U. S. Equal Employment Opportunity Commission. and
ian Powell. Louis Camardo. Leo Seguin. and Jon Prodin at Ford and
James Finney. Stephanie Garner Thompson. Jacy Thurmond. and Robert
Unitas at EEOC for their ongoing guidance.
Elayne Archer
Anne Galletta
Senior Consultant
Program Officer
December 1992
CJ
Ctl
"I never knew how exciting math and science could be. Now
I am flying higher and higher in math and science.-
Saturday Academy student in Atlanta
CHAPTER ONE
INTRODUCTION
Children of color and Jeinciles need opportunities to make connec-
tions with mathematics and science, to see them as related to the real
world and their every day lives. They need to understand their his-
tory in these fields. and to see the connections between mathematics
Member of USSAMP
and science and possible Picture careers.
technical assistance team
This report describes the efforts of three urban school districts, partic-
ipating in the Urban Schools Science and Mathematics Program
(USSAMP), to enhance mathematics and science education in the middle
grades. It reflects the experiences of educators in the three project cities.
as well as those of other educators engaged in middle-grades mathematics
and science reform activities, and describes many of the lessons learned
from this work. The major purpose of this report is to encourage and
assist educators to undertake activities to improve the teaching of middle-
grades mathematics and science.
The Academy for Educational Development (AED) initiated USSAMP
in the fall of 1988 with support from the Ford Motor Company under an
agreement with the U.S. Equal Employment Opportunity Commission.
The goal of the program was to prepare more African-American. Latino.
and female students to take advantage of career opportunities in technol-
ogy and science. To achieve this, USSAMP sought to enhance the quality
of middle-grades mathematics and science education so that more
African-American. Latino. and female students would enter high school
prepared to take advanced courses in these subjects. The program was
implemented in three cities where the Ford Motor Company had a strong
Atlanta. Cleveland. and Detroit.
corporate presence
Major Assumptions
USSAMP was grounded on three major assumptions:
African-American. Latino, and female students can reach high
levels of achievement in both mathematics and science. given
high teacher expectations. effective curriculum and teaching
strategies. adequate curricular and noncurricular supports, and
access to critical courses (such as algebra).