Strengthening the Foundation for Future Black Scientists and Engineers

November 30, 2004

HBCUs Strive to Increase African American Participation in Science and Technology

Forty-seven Historically Black Colleges and Universities have received competitively awarded five year multi-million dollar grants from the National Science Foundation to strengthen their science, technology, engineering and math (STEM) programs that will increase the quality of education, increase participation and success in undergraduate STEM program, and increase access to undergraduate STEM research opportunities. Systemic Research, Inc. (SR) November 30, 2004 released a publication highlighting progress made during the first four years of the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) and case studies of five selected institutions.

“This NSF program is an important part of the overall national effort to increase the participation of black students in science and engineering undergraduate education, and ultimately in graduate school and the workforce” said the project’s principal investigator and report co-author Dr. Jason Kim.

Some findings from Strengthening the Foundation for Future Black Scientists and Engineers, are:

• The HBCU-UP program impacted 17,042 students in 24 institutions in AY 2002-03



• The HBCU-UP institutions (23 out of 24) conferred 6,105 STEM Bachelors Degrees in AY 2000-01, 34% of the STEM Bachelor degrees awarded by the 105 nationwide HBCUs



• For 13 institutions that have been participating in HBCU-UP for four years

»  Enrollment in STEM disciplines has increased 5%
»  The number of students involved in active learning/research increased 81%
»  16% of STEM students received HBCU-UP sponsored tutoring


• 53% of the STEM degrees earned by students in 24 participating HBCU-UP institutions in AY 2002-03 were awarded to female students

The HBCU-UP institutions have focused on STEM curriculum enhancement, student research, integration of technology and faculty development, among other educational enhancements. The report includes in-depth case studies of five HBCU-UP projects: Albany State University, North Carolina A & T State University, Prairie View A & M University, Southern University at New Orleans, and Tougaloo College.

While doing research for the case stories the institutions were visited by the Systemic Research project team. Linda Crasco, Executive Director of SR and report co-author, noted "We observed the dedication of STEM faculty members. We were impressed with the students working diligently on their research projects; they will be the future leaders in the science and technology workforce."

download (PDF, 3.1 MB)  

Overcoming Challenges in Urban Education: CPMSA Achievement Highlights and Case Stories of Five Sites

This publication presents the National Science Foundation's Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) overall program achievement highlights and case stories of five selected sites: Omaha, NE; Jackson, MI; Laredo, TX; Oakland, CA; and Montgomery, AL.

Critical key indicators for successful CPMSA implementation are student achievement data including increased enrollment and successful completion of gate-keeping and higher-level science, and mathematics courses, improved scores on standardized assessment tests of science and mathematics, and increased test taking rates and higher scores on college entrance examinations.

The primary goal of increasing the enrollment and successful completion of college preparatory mathematics and science courses was accomplished. Other measures of achievement, especially assessment test results showed positive results. The number of students taking college entrance examinations increased; however, as the number of test takers increased mean scores declined.

The five sites highlighted in this report are representative of the hard work and accomplishments of all of the CPMSA sites. Each site was unique in its goals and implementation strategies but they all shared a common goal of providing a high quality education to all our children.

MIE Fact Book 2002

The Model Institutions for Excellence (MIE) program is a long-term groundbreaking initiative, launched in 1995, designed to empower universities to serve as models to improve the quantity and quality of our nation's science, technology, engineering, and mathematics (STEM) graduates. Funded by the National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA), MIE's goal is to strengthen the infrastructure of higher education institutions in STEM education and undergraduate research, and to increase the number of undrerepresented minority students who pursue advanced STEM degrees.

The six MIE institutions are: Bowie State University (MD), Spelman College (GA), Universidad Metropolitana (PR), The University of Texas at El Paso (TX), Xavier University of Louisiana (LA), and the Oyate Consortium (ND and SD).

Systemic Research designed, developed, and implemented the MIE Self-Evaluation Template (MSET) to collect each institution's annual progress using both quantitative (MSET-A) and qualitative (MSET-B) templates. Based on collected annual MSET data, the MIE Fact Book has been published each year as a formative indicator report in two parts: Part I- MIE Overall Progress Report and Part II- MIE Institutions' Key Indicator Reports. This CD-ROM contains MIE Fact Book 2002 Parts I and II presenting program results over the 10 year period from AY 1992-93 to AY 2001-02.

CPMSA Fact Book 2002

The Comprehensive Partnerships for Mathematics and Science Achievement (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 five year awards to improve the quality and quantity of science and mathematics education delivered by their school systems. The primary goal of CPMSA is to increase the number of students enrolling in, and successfully completing, gate-keeping and higher-level courses which will prepare them to pursue undergraduate programs in the sciences, engineering and mathematics by focusing on standards-based curriculum, instruction, and assessment, professional development of teachers and administrators, and partnerships with higher education institutions, business and industry and community groups.

This three volume CPMSA Fact Book presents 27 CPMSA sites' annual progress data from the baseline year to school year 2000-01, based on the Tabulated Indicators for Systemic Changes (TISC) database developed by Systemic Research, Inc. The Fact Book contains both quantitative and qualitative indicators for each CPMSA site.

Urban School Key Indicators of Science and Mathematics Education: 2001

The National Science Foundation's Urban Systemic Initiative (USI) program is a long-term, system-wide effort to improve student achievement and to enhance urban school districts' science and mathemtics educational infrastructure.

The three-volume Urban School Key Indicators of Science and mathematics Education:2001 report presents 22 USI sites' annual progress data from the baseline year to school year 1999-2000, based on the Key Indicator Data System (KIDS) developed by Systemic Research, Inc.

Raising Standards and Achievement in Urban Schools: Case Stories from CPMSAs in Hamilton County/Chattanooga and Newport News Public Schools

The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) is a National Science Foundation (NSF) Program designed to improve the mathematics and science education of urban students in medium sized cities. Initially, the major focus of the program was on the enrollment of underrepresented minority students in gate-keeping and higher-level mathematics and science courses. This was to be accomplished by partnerships with colleges and universities and community organizations to design and implement both student and teacher enrichment activities. The goals of the program, in addition to increased enrollments in mathematics and science courses, were to improve student achievement, teacher knowledge and skills, and enhance student interest in pursuing mathematics, science, and technology post-secondary education and careers. This report highlights the achievements of the first two cohorts of CPMSA sites, and two selected sites within these cohorts: Hamilton County/Chattanooga, TN and Newport News, VA.

By the early 1990’s it was clear that urban schools needed to provide challenging standards-based curricula and instruction. Teachers needed more extensive preparation for teaching mathematics and science, and on-going professional development in content and pedagogy. Policies needed to be strengthened and implemented to ensure that ALL students were receiving a rigorous education based on the belief system that all children can learn. Systemic educational reform was recognized as a necessary strategy to achieve and sustain these improvements.

Critical key indicators for successful CPMSA implementation are student achievement and outcome data including increased enrollment and successful completion of gate-keeping and higher-level science, and mathematics courses, improved scores on standardized tests of science and mathematics achievement, and increased participation and higher scores on college entrance examinations. Underlying increased achievement by ALL students is the narrowing of participation disparities and achievement gaps between underrepresented minority and white students.

Academic Excellence For All Urban Students: Their Accomplishment In Science and Mathematics

June 28, 2001

Big City Students Make Gains in Math and Science, Report Says

[more]

Since 1993, the National Science Foundation's Urban Systemic Initiative (USI) program has been a catalyst for large-scale systemic change directed towards improving the science and mathematics achievement of ALL urban students. This report presents preliminary findings from an evaluative study of NSF's USI program among 22 large urban school districts. NSF's Six Drivers of Systemic Reform provided a framework for USI implementation, focusing on standards-based curriculum and instruction, aligned assessment, policies, professional development, convergence of resources, leadership, and partnerships.

This report presents evidence of noteworthy gains in student achievement, with the greatest gains seen in school districts that have participated in the USI program for the longest period of time. Urban students in USI school districts have substantially increased their enrollment rates in mathematics and science gate-keeping and higher-level courses. Underrepresented minority students made even greater enrollment gains than their peers during the same period, resulting in reduced enrollment disparities. Assessment test results show that USI students have made gains in science and mathematics achievement, while reducing achievement gaps among racial/ethnic groups. The increasing numbers of 11th and 12th grade students taking college entrance examinations (AP, SAT, and ACT) indicate that more students have aspirations of pursuing post-secondary education.

These advances are accompanied by evidence that urban districts are developing the infrastructure to sustain achievement gains - policies that encourage enrollment in gate-keeping and higher-level mathematics and science courses, strengthened professional development programs, new ways of managing partnerships and resources, and data-driven accountability systems. USI programs have invested heavily in professional development believing it to be a key lever for improving student outcomes. Our Enacted Curriculum Survey found that teachers with professional development in standards-based curriculum and instruction report teaching practices that are more consistent with state and national standards.

The infrastructure of partnerships built around each USI site provided strong support for systemic changes based on their unique capacity, resources, and experiences. The partners and school districts interacted as part of a unified effort to promote and support large-scale education reform. Partnerships were formed with interested community members including higher education institutions, corporations, foundations, informal institutions, research centers and laboratories, parents, and other federal/state/local programs.

Education reform is a complex, long-term process that requires simultaneous changes in expectations, policies, curriculum, assessment, professional development, student support systems, data use, and the allocation of resources. As students are exposed to high expectations, a rigorous and engaging curriculum, and better instructional methods, NSF's investment will continue to result in improved outcomes for all urban students. Much has been done; more remains to be accomplished.

Survey Results of Urban School Classroom Practices in Mathematics and Science: 2000 Report - June 2001

August 16, 2001

From NSF

Teachers Improving Use of Standards-Based Instruction, Urban School Survey Concludes

Teachers in urban K-12 school districts where systemwide reform in mathematics and science education has been undertaken are using standards-based instruction nearly half the time, and most are actively pursuing professional development opportunities.

The conclusion is from an analysis of the 1999 and 2000 Survey of Enacted Curriculum, a component of a larger study by Systemic Research, Inc., that is evaluating school systems under NSF's Urban Systemic Initiatives (USI). The USI effort began in 1993 to help implement major K-12 mathematics and science education reform in more than 20 major cities.

The 1999-2000 curriculum survey evaluated teaching practices, curriculum and subject content, and teachers' professional development and preparation in Baltimore, Dallas, Detroit, Phoenix, Columbus (Ohio), Fresno (Calif.), Memphis and Philadelphia.

The survey found that 80 to 90 percent of teachers in these urban school systems were actively involved in professional development. Science teachers with the highest levels of professional development, especially at the elementary school level, report greater use of multiple student assessments. Also, state and district frameworks, or standards, for science had a much greater positive influence on curriculum than texts, materials, professional development or state tests. The conclusion was much the same for math, except that district testing had a more positive influence on math curriculum development.

The survey was designed by a collaboration of experts from the Council of Chief State School Officers, NSF, the National Institute for Science Education at the University of Wisconsin and participating states. [Bill Noxon]

The Survey of Enacted Curriculum (SEC) is being conducted as a study component of a three year grant from the National Science Foundation (NSF), entitled "How Reform Works: An Evaluative Study of NSF's Urban Systemic Initiatives (USI)." The evaluative study is exploring the impact of USI programs on student achievement and the learning infrastructure in urban school districts. These results will be used to develop an inferential causal model linking the systemic reform drivers and other key elements. The purpose of the Survey of Enacted Curriculum is to analyze classroom practices and curriculum and to assess the impact of USI and other reform efforts. In addition to classroom practices, the survey collects data regarding teachers preservice education and professional development experiences. Survey results from elementary and middle school teachers who received varying amounts of professional development (High PD and Low PD) will be compared.