NotesFAQContact Us
Search Tips
ERIC Number: ED468504
Record Type: Non-Journal
Publication Date: 2001-May
Pages: 49
Abstractor: N/A
Reference Count: N/A
The Relationship between the Drivers of Educational Reform and the Rural Systemic Initiatives in Science, Mathematics, and Technology Education Program of the National Science Foundation.
Russon, Craig; Paule, Lynde; Horn, Jerry
The National Science Foundation funded Rural Systemic Initiatives (RSI), a set of systemic reforms created to enhance math, science, and technology education in economically disadvantaged, rural areas. Central to RSI efforts are the implementation of six drivers of educational system reform: 1) standards-based curricula, instruction, and assessment; 2) coherent, consistent, and supportive policies; 3) convergence of resources; 4) broad-based support; 5) enhanced student achievement; and 6) improvement in achievement of underrepresented and underserved students. Case studies are presented of visits to six RSI schools/communities. Following the narrative description of each case study is an assessment of the extent to which the six drivers were apparent in each case. A review of the evidence indicates that education reform is a difficult task. The RSI program has achieved successes in improving education for rural students, but not always as intended. A major challenge is addressing negative elements in the community, such as poor and minimally educated parents; no history of parental involvement; low expectations by students that they can further their education or find employment that requires much education; few qualified teachers of science and math; and narrowly based, self-serving power structures. Systemic change is a slow process; the long-term results of participating in an RSI project may provide greater benefits than will be realized within the 5 initial years of a project's operation. (Contains 29 references.) (TD)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: Western Michigan Univ., Kalamazoo. Evaluation Center.