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ERIC Number: ED415290
Record Type: Non-Journal
Publication Date: 1997-Nov-1
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
CPMSA Comprehensive Partnerships for Minority Student Achievement, Hartford Public Schools. Annual Report.
Daniel, Patricia A.; Cimochowski, Anna M.; King, Alexandra I.; Bruckerhoff, Charles E.; Bruckerhoff, Theresa F. S.
The Hartford Public Schools (Connecticut) received a Comprehensive Partnerships for Minority Student Achievement (CPMSA) grant from the National Science Foundation. In the first year of the grant, four schools (two elementary, one middle, and one high school) were identified for CPMSA activities. The CPMSA goal was to develop systemic approaches that would substantially increase the number of underrepresented minority students enrolling in precollege "gatekeeper" courses in science, engineering, and mathematics. Activities conducted through CPMSA in its initial year were organizational activities for program implementation, a summer enrichment program for students and staff, the distribution of a kit-based science program, and the adoption of new textbooks for elementary and secondary mathematics. The first CPMSA year was evaluated through interviews with administrators, teachers, and partners in business, industry, and other educational institutions. The program's first year had mixed results. The district's Board of Trustees and Superintendent have supported CPMSA efforts and have made strong commitments to standards-based learning curriculum frameworks and assessments consistent with CPMSA objectives. However, the first year of the program clearly suffered because there was no one in a leadership position with the full-time responsibility of managing CPMSA operations and budget. From the standpoint of the key partners, the Connecticut Academy for Education, the State Department of Education, the Loctite Corporation, the United Technologies Corporation, and the National Science Foundation, this shortcoming was significant. The future of the CPMSA in Hartford depends on the success of day-to-day tactical operations. This report recommends renewal of the grant, with a renewed commitment to management and implementation. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Hartford Public Schools, CT.
Authoring Institution: Curriculum Research and Evaluation, Chaplin, CT.