Many states and school districts are making concerted efforts to boost student achievement in mathematics and science. This information brief is intended for those who seek to improve student learning by creating coherent systems of expectations and assessments in states and districts. Other potential audiences are those who study reform, make…

The Urban Mathematics Collaborative (UMC) project has the goal of contributing to the improvement of mathematics education in the inner-city schools by identifying models to enhance the professional lives of teachers and encouraging the entry of high school mathematics teachers into a larger mathematics community including mathematicians from…

This monograph discusses criteria for judging the alignment between expectations of student achievement and assessment. Alignment is central to current efforts of systemic and standards-based education reforms in mathematics and science. More than four-fifths of the states have content frameworks in place in mathematics and science, and a large…

This paper describes the Study of Systemic Reform in Milwaukee Public Schools (MPS), an embedded research project that crossed the lines between objectivity and subjectivity, technical assistance and evaluation, and qualitative and quantitative research. The project created a collaboration between researchers at the Wisconsin Center for Education…

This document reports on the National Institute for Science Education (NISE) forum on the Evaluation of Systemic Reform in Mathematics and Science. The purposes of the forum were to reflect upon what to understand about the evaluation of reform in the educational system, and to encourage and support continuing efforts to learn more about how…

Reviewers analyzed the alignment of assessments and standards in mathematics and science from four states at a four-day institute conducted June 29 through July 2, 1998. Six reviewers compared the match between assessment items and standards in mathematics and seven compared the match in science. Data from these analyses were processed and used to…

Comments on the fact that conditional equity metrics report differences in performance among groups of students given one or more conditions under which that performance may have been influenced. Discusses their use as a tool for evaluating equity. Contains 16 references. (DDR)

The Urban Mathematics Collaborative (UMC) project has the goal of contributing to the improvement of mathematics education in the inner-city schools by identifying models to enhance the professional lives of teachers and encouraging the entry of high school mathematics teachers into a larger mathematics community including mathematicians from…

This report documents and evaluates the activities of the Urban Mathematics Collaborative (UMC) project during the 1987-88 school year. UMC seeks to improve mathematics education in inner-city schools and identify new models for the professional development of mathematics teachers by supporting collaboration among mathematics teachers and…

This report documents and evaluates the activities of the Urban Mathematics Collaborative (UMC) project during the 1989-90 school year. UMC seeks to improve mathematics education in inner-city schools and identify new models for the professional development of mathematics teachers by supporting collaboration among mathematics teachers and…

This report documents and evaluates the activities of the Urban Mathematics Collaborative (UMC) project during the 1988-89 school year. UMC seeks to improve mathematics education in inner-city schools and identify new models for the professional development of mathematics teachers by supporting collaboration among mathematics teachers and…

In 1984 the Urban Mathematics Collaborative (UMC) project was initiated to improve mathematics education in inner-city schools and to identify new models for meeting the ongoing professional needs of teachers. UMCs are located in Cleveland, Minneapolis-St. Paul, Los Angeles, Philadelphia, San Francisco, Durham, Pittsburgh, San Diego, St. Louis,…

This document reports on a workshop held January 4-5, 1996. Participants of this conference represented the areas of science, mathematics, engineering, and technology (SMET) education and attempted to develop questions regarding systemic education reform. Contents include: (1) "Introduction"; (2) "Evaluation Questions…

Data from over 400 schools shows participation in Library Power increased the percentage of schools where teachers and librarians collaborated to plan instruction and to develop the library collection, and increased the percentage of teachers collaborating with the librarian in schools where collaboration already existed. Collaborative logs…