ERIC ED372144: Partnerships for Minority Student Achievement Program (PMSA).

12 Pages·1993·0.69 MB·English

by  ERIC

DOCUMENT RESUME
ED 372 144
UD 029 983
TITLE
Partnerships for Minority Student Achievement Program
(PMSA).
INSTfTUTION
National Science Foundation, Washington, DC.
Directorate for Education and Human Resources.
PUB DATE
93
NOTE
13p.
PUB TYPE
Reference Materials
Directories/Catalogs (132)
EDRS PRICE
HF01/PC01 '1us Postage.
DESCRIPTORS
Academic Achievement; Elementary Secondary Education;
*Mathematics Education; *Minority Groups;
*Partnerships in Education; *Program Descriptions;
Public Schools; School Districts; *Science Education;
Staff Development; Teacher Education; *Urban
Schools
IDENTIFIERS
National Science Foundation; Reform Efforts
ABSTRACT
This packet of materials describes the Partnerships
for Minority Achievement (PHSA) Project of the National Science
Foundation (NSF). PMSA is a comprehensive precollege program that
builds on the NSF strategy of forging alliances and partnerships for
systemic reform. The partnerships identify successful models in the
public and private sectors to support their replication. Projects
attempt to increase the participation of minor:Ay students in science
and mathematics and contain teacher-enhancement and staff-development
components. A list is provided of project directors for fiscal years
1992 and 1993 in nine public school districts. A map identifies these
project sites. Abstracts then describe activities at each of the
sites, as follow:
(') Prince George's County Public Schools
(2) Durham Public Schools (North Carolina);
(3) Santa Ana
(Maryland);
Unified School District (California);
(4) Rochester City Schools (New
York);
(5) New Haven City School District (Connecti_ut);
(6) Normandy
School Distr;ct, Saint Louis (Missouri);
(7) Los Angeles Unified
School District (California);
(8) Brownsville Independent School
District (Texas); and (9) Chattanooga Public Schools (Tennessee).
(SLD)
*****************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
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BEST COPY AVAILABLE
Division of Human
Resource Development
Partnerships for
Minority Student
Achievement (PMSA)
Project Directors'
Listing
FY 1992
FY 1993
HRD-9255365
IIRD-9353597
Ms. Susan Despenas
Ms. Rose Coleman
Santa Ana Unified
School Dist.
Normandy School Diz
Staff Development
7837 Natural Bridge
Road
1405 French Street
St. Louis, MO
63121
Santa Ana, CA 92701
Phone [phone],
Ext-775
Phone: [phone]
Fax
[phone]
Fax:
[phone]
HRD-9353592
HRD-9255354
Dr. David Howell
Mr. Douglas J.
Llewellyn
New Haven Public
Schools
Rochester City School
Dist.
54 Meadow St.,
Fifth Floor
Science Department
New Haven, CT
06519
131 West Broad
Street
Phone [phone]
Rochester, NY 14614
Fax
[phone]
Phone: [phone]
Fax:
[phone]
HRD-9353637
Mr. Eugene McAdoo
HRD-9255353
Los Angeles Unified
School District
Ms. Lula Monds
Region C
Director of Special
Projects
11380 W. Graham
Place
Curriculum & Programs
Los Angeles, CA
90064
Durham Public Schools
Phone [phone]
P.O. Box 3823
Fax
[phone]
Durham, NC 27702
Phone: [phone]
or 68
HRD-9353645
Fax:
[phone]
Ms. Paula Potter
Chattanooga Public Schools
ERD-9255364
1161 West 40th
Street
Dr. Louise F.
Waynant
Chattanooga, TN 37409
Associate Superintendent
Phone [phone]
Instructions Department
Fax
[phone]
Prince George's
County
Public Schools
IIRD-9353644
14201 School Lane
Dr. Esperanza
Zendejas
Upper Marlboro, MD
20772
Brownsville Independent
School Dist.
Phone: [phone]
1900 Price Road
Fax:
[phone]
Brownsville, TX 78521-2417
Phone: [phone]
or 8011
Fax:
[phone]
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4
Directorate for Education and Human Resources
Division of Human Resource Development
Partnerships for Minority Student Achievement (PMSA)
FY 1992
Project Abstracts
HIM-9255364
consultant "experts"
organizations,
Waynant, Louise
and other school communities.
The
Prince George's County
PIMA Advisory Board will review and
Public Schools
advise staff regarding such issues as
Upper Farlboro, MD
priority areas of
focus;
teacher,
and parent
student
activities
for Minority Student
°Partnerships
outreach initiatives; and process and
Achievement In Science
product evaluations for the efforts
and Mathematics in PrInce George's
undertaken through the grant.
>
County°
Student enrichment activities will
Partnerships
Minority
for
Student
include mentoring, tutoring and role
Achievement in the Prince George's
model programs, Saturday and summer
County Maryland, Public School System
enrichment programs involving such
will coordinate and expand the links
groups as the National Society for
between those efforts whose goal it
Black Engineers, Slack Men United,
number
increase the
to
variety
is
and
of
religious
and
a
of
minorities in mathematics,
science
community groups.
and technology-related careers.
Curriculum reform efforts will yield
ERD-9255353
an integrated curricular framework in
Monds, Lula
mathematics
science
and
which
Durham Public Schools
instructional
includes
resource
Durham, NC
support materials.
Mathematics
and
IPMSA
Science
Teacher enhancement
and
staff
Achievement Program°
development efforts will build upon
the "lead teacher" concept clready
City Schools
Durham
and
The
the
established in the district's schools
County
Durham
have
Schools
create
Science astablished a partnership with the
School
to
and
Mathematics Leadership Teams. Within
worth
Carolina
Uaiversity
each
district's
of
Science
Education
the
Mathematics
five
Ind
administrative
cluster
areas,
Network to improve the achievement of
or
feeder schools will come together as
minority students in mathematics anci
Partnership
School
thereby
Teams,
science. The Mathematics and Science
Kindergarten
constituting
through
Project
Achievement
uses
the
grade 12 field study laboratories.
successful existing model of the MSEN
pre-college program and extends it to
Oversight and coordination for all
elementary
and
students
reach
existing and proposed initiatives and
increased numbers of middle and high
resources for staff and students will
school students.
be the primary responsibility of the
Director
Project
and
and
Science
designated
Mathematics
The
Achievement Project uses in-school
school system.staff, working with an
advisory
committee
representing
activities with minority students in
a
broad spectrum of agencies,
the primary grades, elementary clubs
BEST con/ PAI LADLE
for
minority
students
in
the
STEP,
PRISM
moving
is
forward
intermediate
grades,
in-school
aggressively
on
several
teacher-
enrichment
classes
and university
driven initiatives in
areas essential
programs for minority students
in
for systemic changes in
science and
middle school, and after clubs and
mathematics
Education,
curriculum
university
programs
for
minority
reform,
teacher
enhancement,
and
students in high school.
Teachers
student enrichment activities.
The
will be given training in extending
PRISM
alliance
has
helped
to
the
mathematics
and
science
implement
district-wide
reform
of
curriculum and in bias-free classroop
curriculum
through
the
SS&C
teaching techniques.
Parents will be
Cvxriculum
Committee
and
PRISM
given advocate training.
Training
of
_fl'ainers
teacher
enhancement
programs,
which
are
designed to develop staff leadership
ERD-9259365
incentives and practical "hands-on,
Despenas, Susan
minds-on"
learning experiences for
Santa Ana Unified School Dist.
both students and teachers.
Initial
Santa Ana, CA
project successes are due
in large
part
to
teacher
creativity
and
"Partnerships for Reform In Science
willingness
to
risk
news
and Mathematics (PRISM)
instructional approaches to
engage
(Previous Title K.I.D.S.)
all students in che excitement
of
real-world scientific diacovery and
PMSA's
Partnership
for
Reform
in
investigation.
The PRISM-sponsored
Science and Mathematics (PRISM)
is a
1993
Aria
broad-based
academic
partnership
Institute
introduced
intermediate
designed
to
increase
the
grade
level
students to preparing
participation
and
achievement
of
research proposals for the 1993-1994
minorities in science and mathematics
school year
in
the
SANS
Research
the
in
Santa
Ana
Unified
School
Center
through
participation
in
District (SAUSD), and to serve
as a
outdoor
investigation,
computer-
science
and mathematics
education
assisted
data
organization
and
reform
model
for
the
nation.
treatment project precentations, and
Partners
include
students,
and
individual;l and team investigations
faculty and staff from SAUSD (with
and recognition.
Supporting these
over 48,000 students-94.5% Latino,
efforts is the PRISM Database.
an
African-American, and Asian) and from
extraction
of
the
SAUSD
database
the surrounding community, including
which
designed to monitor and
is
four
postsecondary
institutions;
track
the
course
enrollment
and
community-based
organizations;
and
performance
in
science
and
the
civic
and
corporate/business
mathematics of every student in the
sectors.
This unique partnership is
district
from
the
sixth
through
focused
on
creating
successful
twelfth grades.
academic experiences and pathways in
science and mathematics at the
K-12
Extensive leveraging of resources has
level
to
encourage
and
enable
been a critical component of PRISM's
students from underrepresented
groups
initial success, especially in light
to
pursue
careers
in
science,
of the fiscal constrainta faced by
engineering, and mathematics fields.
California public institutions:
The
"Discipline Dialogues." which have
PRISM was established in 1992 with
generated
inter-institutional
funding for up to three
years from
faculty-driven
projects,
are
the
National
Science
Foundation
supported
additionally
through
Partnerships
for Minority
Student
funding secured by UCI from FIPSE
Achievement
program
(PMSA)
and
Fund for the Improvement of
(the
considerable inkind support from the
Post-Secondary Bducc.tion)
, and by RSC
Imit
partner members
in Project STEP--
from the Ford Foundation.
which
includes
the
University of
A
BRIDGE."
student
and
faculty
California, Irvine (UCI); California
initiated project based on academic
State University, Fullerton (CSUF);
credit for community service learning.
Chapman
University
Rancho
(CU);
opportunities
in
the
Santa
Ana
Santiago Community College (RSC); and
sehools'and neighborhoods, last year
SAUSD.
Based on the foundation of
organised 96 UC1 undergraduates who
trust and communication developed in
put in over 5,000 hours of service
and served 2,880 K-12 students.
The
over 240 in 1997-98.
PRISM
natabase
itself
an
is
example
outstand..ng
PMSA
of
strategic
funding
allows
Rochester
to
co1labo7ation, contributing to a K-16
better
coordinate
and
expand
its
initiative which has published the
citywide K-12 matnematics and science
first annual0. STEP Educational Data
education partnerships.
Over three
Almanac, an internal document created
years,
100 K-6 generalist teachers
to help track student progress from
and 100
seventh and eighth grade
Kindergarten
through
college
mathematics and science teachers will
graduation.
participate in summer and school-year
professional
development
programs.
PRISMes primary focus in the Santa
Concurrently, 300 seventh and eighth
Ana High School "cluster" of schools
grade
students
in
three
of
the
in the Santa Ana district (one high
highest-need
middle
schools
will
school, three middle schools and nine
engage
in
intensive
and
summer
"feeder" elementary
schools)
school-year enrichment activities in
significantly
impacts
a
student
mathematics, science and technology.
population of over 12,000 students
and
annually,
is
projected
to
The Rochester City School District
directly involve a total of 400 K-12
coordinates project services, working
teachers; 75 faculty and 300 students
with a project Advisory Committee,
the postsecondary
at
level.
1,000
comprised of teachers, parents, and
parents
and
55
corporate/industry
representatives
of
business
and
representatives in SEM fields
industry
over
higher
education
three years.
Through newly adopted
institutions,
pre-college
minority
curricular
reforms
and
staff
access
and
programs,
stakeholder
development
programs
assisted
by
agencies.
The
Winters
Group
is
PRISM lead teachers, it has already
conducting a five-year longitudinal
begun
to
influence
the
science
study tracking and analyzing improved
curriculum
and
instructional
minority student academic achievement
approaches of teachers throughout the
and other related "systemic change"
district, and is in a good position
issues over a five-year period.
now to produce a range of products
and effects toward a national s(idel
Spin-off* initiatives, made possible
of systemic school reform for the
due to the formal partner linkaging
improvement
of
science
and
that
occurred
this
past
year,
mathematics education for minority
include:
Development
of
the
1)
students.
Rochester Engineering Entry Program,
a
high
school
pre-engineering
curriculum
culminating
a
in
for-
HRD-9255354
credit college-level course in the
Llewellyn, Douglas
senior year.
This project is not in
Rochester City School Dist.
its pilot year;
Approval of
2)
Rochester, NY
American
Association
for
the
Advancement
of
Science/Science
°Rochester Partnerships for Minority
Linkages in the Community (AAAS/SLIC)
Student Achievement°
grant,
targeting Hispanic students
for science enrichment activities;
The Rochester City School District
Approval
New
York
of
3)
State
(ECSD) received nearly $500,000 from
Education Department "Star School,"
NSF for the first- year of a three-
linking one local elementary school
year Partnership for Minority Student
via computer to schools across the
Achievement
(PMSA)
Project.
The
state;
and
Approval
of
4)
District has a 72-percent minority
NSF/Statewide
Systemic
Initiative
student
population
enrolling
the
grant, allowing for the development
second highest number of African-
of
three
to
six
"Break-the-Mold"
American students of any city in New
schools,
encouraging innovation in
York State.
It is the goal of the
science andomath ducation.
Rochester PMSA to increase by 5001:
the number of African-American and
Cash and in-kind contributions to the
Hispanic
students
enrolling
in
Rochester partnership are estimated
college-level
science,
and
math,
at
$3,000,000
An
annually.
engineering programs, from a 1990-91
GOO K-12 students will
additional
baseline number of less than 50
to
participate
in
and
mentoring
enrichment activities and 100 ninth
through twelfth grade teachers will
participate
in
related
inservice
activities through non-NSF funding of
the partnership over the next three
PMSA partners include:
years.
the
Kodak
Eastman
Company,
Xerox,
Rochester Institute of Technology,
University
of
Rochester,
Monroe
Community College, State University
of New York College at Brockport, thd
Challenger Learning Center,
PRISM,
the Rochester NAACP,
the Rochester
Brainpower
Alliance, and
the
Rochester
Branch
Effective
of
Parenting Information for Children.
9
Directorate for Education and Human Resources
Division of Human Resource Development
Partnerships for Minority Student Achievement (PMSA)
FY 1993
Project Abstracts
K-12 enrichment activities.
Project
partners include:
five Yale
HRD-9353592
University schools and departments,
Howell, David, Antonio Lasaga,
Southern Connecticut State
Glenn Cassis and Rozette McGowan
University, Gateway Community and
New Haven City School Dist,
Technical College, the New Haven
New Haven, CT
Chamber of Commerce, the Connecticut
Academy (CT SEE), the Connecticut
"New Haven P.M.S.A. "Pathway"
Pre-Engineering Program, the Eli
Project°
Whitney Mnseum, the Urban League,
and the Center San Jose Center.
New Haven's "Pathway" Project will
Bank Street College's Center for
lead systemic chanae (K-12) in SEM
Education and Technology will
curriculum over five years.
evaluate the project.
A total of
Concurrent strategic use of
18,000 K-12 students and 420
resource, staff development, and a
teachers will be served directly
coordinated, year-round program of
through the New Haven PMSA program.
SEM activities and enrichment will
Eighty-four percent of NHPS students
achieve:
(I) evidence of the change
are African-American or Hispanic; 32
in a "pathway" set of 6 schools (2
percent live in poverty.
elementary, 2 middle, 2 high) within
two years and throughout the 18,000
MD-9353597
pupil K-12 district in five years;
Coleman, Rose and Dave Hoefakker
(2) minority participation in math
Normandy School Dist.
and science gatekeeping courses by
St. Louis, MO
Grade 9 at 85% of enrollment;
(3)
minority students qualified to enter
'Environments for ixcellence: A
four-year post secondary SSM
Model for Increasing Science A
programs at 70% of enrollment;
(4)
Mathematics lenrollment in an Inner-
engagement of 60% of the district's
Suburban Minority District.'
K-6 teachers and 100% of its Grade
7-12 SIM teachers in significant
Normandy School District in suburban
staff development activity;
(S)
St. Louis County Missouri has
doubling of District financial
experienced dramatic change.
Today,
commitment for SEM textbooks,
A
enrollment is 95% black.
supplies, materials and equipment,
generation ago it was SCA white.
and SEM staff increase proportional
Student performance by most measures
to enrollment increase; (6)
is fair to poor, with most
dissemination of project
nationally normed teat revealing
innovations, guidelines, and cost-
most Normandy students as "below
effectiveness of the model.
Recently, however, the
average."
district has made important strides
Strong emphasis in New Haven;s VMSA
toward improvement.
A strategic
project will be placed on equitable
planning process helped residents
gender participation, parent
and staff focus on critical areas.
involvement, and role modeling and
Partnerships with local business and
mentoring for younger students.
The
the University of Missouri-St. Louis
project will focus on "hands-on,"
have resulted in significant
interdisciplinary learning in the
improvements and nationally
clasoroom and complementary
recognised programs.
The percent of
discovery approaches in a variety of
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graduating students going on to
of each school year for all middle
further education has increased.
school students to improve science
Today, as the district prepares to
and mathematics learning readiness.
mark its centennial, it is proposing
This will be accomplished in
the Environments for Excellence
partnership with Camp Wyman,
a
program as the platform for
respected local outdoor education
fundamental science and mathematics
program, and University.
The
curriculum change that will reoult
present award-winning science/math
in substantially more minority
enhancement programs (University
students completing a four year
partnership) will be expanded to all
science/mathematics high school
schools in the district.
A new link
curriculum to prepare for higher
between the middle and high school
education and careees in science,
enhancement components will be
engineering and mathematics.
implemented.
The five year program
is designed to reach directly
over
The goals of Environments for
800 minority middle and high school
Excellence are: 1) to have more than
students each year - and through
half of all students enter 9th grade
teaching strategies and methods for
having successfully completed
hands-on science, over 3000 minoriey
algebra at the end of the fourth and
elementary students.
Evaluation is
fifth years of the project; 2)
to
designed and guided by the
double the number of high school
University of Missouri
- St. Louis.
students enrolling in a four-year
science and/or mathematics
sequence
by the end of the third program
year
BRD-9353637
and to achieve a further fifty
McAdoo, Eugene, Jean Adenika-Morrow
percent increase by the end of the
and Charles Jackson
fifth year; 3) to develop, implement
Los Angeles Unified School Dist.
and assess a "major investigation"
Los Angeles, CA
exit competency for students.
Specific intervention strategies
"Region C Partnership for Minority
include curriculum reform, teacher
Achievement°
enhancement and student enrichment
programs.
Objectives include: 1)
Los Angeles Unified School District,
extensive staff development for
Administrative Region C (LAUSD) in
hands-on lessons and action research
partnership with the School of
teams, 2) expanded enrichment
Education, California State
activities, 3) a new middle school
University, Los Angeles (CHULA) will
experiential transition unit, 4)
a
build upon their long standing
new K-12 science/math Buddy System
collaboration with professional
which links students at all levels
experts in the Science and
including the university, 5) new
Mathematics faculty, of the School
Independent Study curriculum modules
of Natural and Social Science and
for high school students leaciing to
with the Science and Mathematics
an exit competency based on Project
Education faculty in the School of
2061 concepts, and 6) and Essential
Education, to expand the capability
Friends volunteer corps of community
within 40 eargeted inner city
and university guest teachers who
racially isolated sdhools to more
can demonstrate practical
effectively meet the needs of their
applications of schooling.
African American (appx. 40%) and
Latino/Hispanic American (appx. 60%)
The project in a teacher-driven,
pupils.
The Project will serve 58%
staff developmeqt oriented model.
of the 90,793 students and elt of
In partnership with the Network for
the 6573 teadhers within the
Educational Development and the
targeted geographical area, and all
university, summer workshops and
the administrators of the 40
collaborative action research teams
The two are committed to
schools.
will provide on-going development
leveraging, evidenced by a 31% share
opportunities to Normandy teachers
of total project cost with NSF.
with a focus on improved teaching
strategies and methodologies.
The
This five year project is designed
staff will implement a thematic,
to improve Science and Methematice
"beyond the classroom" 2-week
academic achievement (currently
transition experience at the start
averaging in the 1st and 2nd
1 1