Program Overview
The Mathematics and Science Partnership (MSP) projects (authorized in
ESEA: Title II, Part B [Section 2201-2203]) are intended to enhance the
capacity of local teachers to enact curricula reforms that produce higher
student achievement in mathematics and science. A partnership between
local school districts and institutions of higher education’s science,
technology, engineering, and mathematics faculty is the conduit used
to reach these goals and is required in these projects.
A key component of the No Child Left Behind legislation focuses on
highly qualified teachers. Numerous large-scale studies have identified
teacher
quality, more than other factors, as a key determinant of student success.
Studies have consistently documented the important connection between
a teacher’s verbal ability and content knowledge with student
achievement. Congress made it clear that it considers content knowledge
to be of paramount
importance. Current state certification systems and teacher preparation
programs may not be doing enough to ensure preparation in solid content
knowledge.
Congress has provided resources to improve capabilities and content
knowledge of teachers. The law requires 100% of teachers in Title I
schools be
highly qualified by 2005. Additional funds were allocated in Title
II, Part B, to support initiatives of Mathematics and Science Partnerships
(MSP).
Research suggests that in order to have a positive and lasting impact
on classroom instruction and student learning, professional development
should be sustained, intensive, and classroom-focused. The U.S. Department
of Education is committed to assisting partnerships to provide high
quality professional development in the support of teachers’ efforts
to raise student achievement. Long-term plans that include multi-week
institutes
coupled with support over a sustained period are critical. A promising
model for this would be the establishment and operation of summer workshops
or institutes (see definition on p. 2) with follow-up training to support
classroom implementation. Distance learning programs using curricula
that are innovative, content-based, and based on scientifically based
research that is current can address problems in rural areas. Ongoing
opportunities for enhanced professional development of mathematics
and science teachers that improves the subject matter knowledge and
promotes
strong teaching skills is a necessity.
The design of professional development will center on content knowledge,
the principles of effective instruction and student learning, a commitment
of time and resources for implementing development over an extended
period of time, and the employment of professional development styles
that engage
teachers collaboratively rather than focusing on them as individuals.
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To provide activities that are supported by scientifically
based research and designed to deepen mathematics and science teachers’ content
knowledge and knowledge of how students learn particular content;
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To improve the quality and coherence of the learning experiences
for teachers through high-quality professional development;
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To link teachers’ opportunity to learn with
opportunity to implement classroom instruction;
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To promote sustainable relationships between institutions of higher
education and K-12 schools that strengthen reform efforts in K-12
education.
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To focus on the education of mathematics and science teachers as
a process that continuously stimulates teachers' intellectual growth
and upgrades teachers' knowledge and skills;
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To bring mathematics and science teachers in schools together with
scientists, mathematicians, and engineers to increase the subject
matter knowledge of those teachers and improve such teachers'
teaching skills
through the use of sophisticated tools and work space, computing
facilities, libraries, and other resources that institutions
of higher education
are better able to provide than the K-12 schools.
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Creating opportunities for enhanced and ongoing professional development
of mathematics and science teachers that improves the subject matter
knowledge of such teachers.
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Promoting strong teaching skills for mathematics and science teachers
and teacher educators, including integrating reliable scientifically
based research teaching methods and technology-based teaching methods
into the curriculum.
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Establishing and operating mathematics and science
summer workshops or institutes, including follow-up training,
for elementary school
and secondary school mathematics and science teachers that —
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directly relate to the curriculum and academic
areas in which the teacher provides instruction, and focus only secondarily
on pedagogy;
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enhance the ability of the teacher to understand
and use the challenging State academic content standards for mathematics
and science and to
select appropriate curricula; and
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train teachers to use curricula that are —
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based on scientific
research;
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aligned with challenging State academic content
standards; and
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object-centered, experiment-oriented, and concept-
and content-based; and
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programs that provide teachers and prospective
teachers with opportunities to work under the guidance of experienced
teachers and college faculty;
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instruction in the use of data and assessments
to inform and instruct classroom practice; and
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professional development activities, including
supplemental and follow-up activities, such as curriculum alignment,
distance learning, and
activities that train teachers to utilize technology in the classroom.
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Recruiting mathematics, engineering, and science majors
to teaching through the use of —
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signing and performance incentives that
are linked to activities proven effective in retaining
teachers, for individuals with demonstrated
professional experience in mathematics, engineering, or science;
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stipends provided to mathematics and science teachers for
certification through alternative routes;
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scholarships for teachers to pursue
advanced course work in mathematics, engineering, or science; and
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other programs determined to be effective in recruiting
and retaining individuals with strong mathematics, engineering,
or science backgrounds.
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Developing or redesigning more rigorous
mathematics and science curricula that are aligned
with challenging State
and local academic
content standards and with the standards
expected for postsecondary study in mathematics and science.
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Establishing
distance learning programs for mathematics and science teachers
using curricula
that are innovative,
content-based, and
based on scientifically based research.
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Designing programs
to prepare a mathematics or science teacher at a school
to provide professional development
to other mathematics
or
science teachers at the school and to
assist beginning and other teachers at the school, including (if
applicable)
a
mechanism to integrate the
teacher's experiences from a summer workshop
or institute into the provision of professional development and
assistance.
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Establishing and operating programs to bring mathematics
and science teachers into contact with
working scientists, mathematicians,
and
engineers, to expand such teachers'
subject matter knowledge of and research in science and mathematics.
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Designing programs to identify and develop exemplary
mathematics and science teachers in the kindergarten
through grade 8
classrooms.
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Training mathematics and science
teachers and developing programs to encourage young
women and other underrepresented
individuals
in mathematics and science careers
(including engineering and technology) to pursue postsecondary degrees
in majors leading
to such careers.
Eligibility Requirements
To be eligible for a subgrant, a “partnership” must include
both an engineering, mathematics, or science department of an institution
of higher education (including two-year and four-year accredited colleges
and universities) and a high-need local educational agency (LEA). In
addition to these two required partners, the partnership may also include:
another engineering, mathematics, science, or teacher training department
of an institution of higher education; additional LEAs, public or private
elementary schools or secondary schools, or a consortium of such schools;
a business; or a nonprofit or for-profit organization of demonstrated
effectiveness in improving the quality of mathematics and science teachers
[Section 2201(b)]. These requirements are designed to ensure that Mathematics
and Science Partnerships emphasize the improvement of content knowledge
of teachers in mathematics and science through an expanded role of
the disciplinary departments in higher education institutions.
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A high-need LEA is defined as an LEA:
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that serves not fewer
than 10,000 children from families with incomes below the
poverty line; or
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for which not less than 20 percent of the children
served by the agency are from families with incomes below the poverty
line;
and
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for which there is a high percentage of teachers
not teaching in the academic subjects or grade levels that the teachers
were
trained to teach;
or
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for which there is a high percentage of teachers
with emergency, provisional, or temporary certification or licensing.
[Section 2102]
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