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ERIC Number: EJ783821
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: Author
Reference Count: 10
ISSN: ISSN-0273-446X
Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools
Blanton, Roy E.; Harmon, Hobart L.
Rural Educator, v26 n2 p6-11 Win 2005
Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic Initiative (CRSI) is striving to stimulate sustainable systemic improvements in science and mathematics education in school districts with a long history of low student expectations, persistent poverty, low teacher pay, and high administrator turnover. The CRSI capacity-building model is designed to address issues in rural school districts that traditionally limit the capacity for creating sustainable improvements in math and science programs. A critical action step is that each school district must sign a cooperative agreement to establish Continuous Improvement Teams (CITs) at the district and school levels. These CITs represent a fundamental system capacity-building change in how decisions are made at the school and district levels--a change that is also fundamental to creating lasting improvements in math and science education programs. (Contains 2 figures.)
National Rural Education Association. Rural Educator, University of Nevada, Las Vegas, 4505 Maryland Parkway Box 453002, Las Vegas, NV 89154-3002. Tel: 702-895-3478; Fax: 702-895-3492; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina; South Carolina; Virginia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001