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ERIC Number: ED478907
Record Type: RIE
Publication Date: 2003-May
Pages: 513
Abstractor: N/A
ISBN: ISBN-0-9702968-5-1
Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) Fact Book, 2002. Volume I.
Kim, Jason J.; Crasco, Linda M.; Leavitt, David J.
This fact book evaluates Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) based on the Tabulated Indicators for Systemic Changes (TISC-2002). The CPMSA is a National Science Foundation (NSF) program designed to improve the mathematics and science education of urban students in medium-sized cities. Twenty-seven cities received competitively awarded, 5-year cooperative agreements to improve their educational infrastructure and student achievement by focusing on partnerships with colleges and universities and community organizations to design and implement both student and teacher enrichment activities. The primary goal of CPMSA is to increase the number of students enrolling in and successfully completing precollege courses which will prepare them to pursue undergraduate programs in science, engineering, and mathematics. TISC is an electronic data collection instrument designed to collect, compile, and report CPMSA annual progress based on common key indicator data. TISC consists of two parts: T-1 for quantitative and T-2 for qualitative data. Data from the baseline year (year prior to program implementation) up to SY 2000-01 was collected from 26 active CPMSA sites, Core Data Elements, Educational Testing Service, The College Board, and ACT, Inc. The qualitative data was also compiled/extracted from individual annual reports and other documents collected from sites during the project period. Quantitative Indicators include student demographics, mathematics and science gate-keeping course enrollment and completion, graduation rates, SEM proficiency rate, assessment test results, AP, SAT-I, ACT test results, teacher certification, and professional development participation. Qualitative data was collected for policies relevant to equal access to a high-quality mathematics and science education, curriculum and instruction, assessment, teacher qualifications, professional development leadership and partnership, and accountability. Results of the analysis are presented in three volumes: (1) Volume I: Cohort 1993, 1994, 1995; (2) Volume II: Cohort 1996; and (3) Volume III: Cohort 1997, Cohort 1998 School Districts. (Author/SOE)
Systemic Research, Inc., 150 Kerry Place, 2nd Floor, Norwood, MA 02062. Tel: 781-278-0300; Fax: 781-278-0707.
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: ACT, Inc., Iowa City, IA.
Note: Produced in conjunction with the College Board, Educational Testing Service and Systemic Research, Inc.