Click below to download Weaving Native Knowledge into STEM Teaching and Learning at Tribal Colleges and Universities (.pdf files)
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Click below to download MIE Fact Book 2005 (.pdf files)
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Click below to download TCUP Performance Indicator Report (.pdf files)
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Click below to download Urban School Key Indicators of Science and Mathematics Education 2001 (.pdf files)
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Click below to download MIE Fack Book 2000
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AIMS Fact Book 2007
The first Tribal College was established in 1968 in response to unmet higher education needs of American Indians. Barriers to post-secondary education for American Indian students include geographic isolation of reservations, inadequate pre-college preparation, socioeconomic challenges, and family responsibilities. Tribal Colleges and Universities (TCUs) are essential in providing educational opportunities for American Indian students. They offer higher education that is uniquely tribal with culturally relevant curricula, extended family support, and community educational services. Most TCUs are located on federal trust territories and therefore receive little or no funding from state or local governments unlike other public colleges and universities. Instead, the colleges' special relationship with the federal government and the financial support it provides continue to be essential for their survival.
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Sustaining Tribal Colleges and Universities
the Tribal College Movement: Highlights and Profiles
In 1994, Tribal Colleges and Universities received an historic and long overdue designation. With the enactment of the federal Educational Equity in Land-grant Status Act of 1994, Tribal Colleges officially became land-grant institutions. Ironically, Tribal Colleges and Universities possibly more than any other institutions of higher education in the country have embodied the essence of land-grant institution since their inception. This report provides a vivid account of Tribal Colleges and their commitment to realizing their land-grant mission, as well as their collective efforts to achieve their missions to their respective tribal nations and communities. It is an inspiring story of service to community, culture, tradition, and environment, to land and to people of a place.
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Quality STEM Education Leads to Success
The National Science Foundation (NSF) initiated the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) in 1999 to enhance the quality of science, technology, engineering, and mathematics (STEM) education and research at HBCUs. The overarching goal of HBCU-UP is to increase the number of underrepresented minorities who are well prepared to participate in and lead the STEM workforce.
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Weaving Native Knowledge into STEM Teaching and Learning at Tribal Colleges and Universities
The Tribal Colleges and Universities Program (TCUP) was initiated to address the challenges and opportunities of undergraduate STEM education at Alaska Native, American Indian, and Native Hawaiian serving institutions. TCUP promotes increased participation and achievement among Native students through quality STEM teaching and learning. Each institution's project approaches STEM education improvement based on their unique needs. Typical strategies include course and degree program development, curriculum enhancement, undergraduate research opportunities, student support, use of information technologies, and faculty professional development. Tribal Colleges integrate native culture into their curricula, including STEM disciplines, to provide their students with a holistic education based on Native and Western knowledge. This report highlights achievements and progress of 26 TCUP projects that were active in AY 2005-06.
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MIE Fact Book 2005
The Model Institutions for Excellence Program, funded by the National Science Foundation and the National Aeronautics and Space Administration, was designed in the early 1990s as a long-term initiative to empower institutions of higher education to serve as models to improve the quantity and quality of America's science, technology, engineering, and mathematics graduates at minority-serving institutions (MSIs). MSIs include Hispanic-Serving Institutions, Historically Black Colleges and Universities, and Tribal Colleges and Universities. The ultimate goal was to create a higher quality, more diverse national STEM workforce.
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TCUP Performance Indicator Report 2005
The Tribal Colleges and Universities Program) is a National Science Foundation (NSF) effort to increase educational opportunities in science and mathematics higher education for American Indians, Alaska Natives and Native Hawaiians. Awards are given to institutions on a competitive basis to enhance the quality of science, technology, engineering and mathematics instructional and outreach programs, with special attention to the use of information technologies at Tribal Colleges and Universities, Alaskan Native-serving institutions and Native Hawaiian-serving institutions.
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HBCU-UP Academic Indicator Report 2005
The National Science Foundation (NSF) initiated the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) in 1999 to enhance the quality of science, technology, engineering, and mathematics (STEM) education at HBCUs. The overarching goal of HBCU-UP is to increase the number of underrepresented minorities who are well prepared to participate in and lead the STEM workforce.
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AIMS Fact Book 2005
Through capacity building in data collection and analysis at this nation's American Indian Tribal Colleges and Universities (TCUs), this project will be the foundation for systemic reform that significantly increases and, for the first time, accurately measures American Indian success in higher education.
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MIE Fact Book 2004
The Model Institutions for excellence (MIE) program is a long-term groundbreaking initiative 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 students who pursue advanced STEM degrees.
The MIE schools concentrate on the recruitment and retention of STEM students, counseling, academic enrichment, encouragement of students to attend graduate school, and enhancing the education of their students. Each institution developed its own goals, objectives, and action plans to implement its unique MIE model. Common project components among the MIE institutions are student support systems, undergraduate research, innovate teaching and learning, outreach programs, STEM educational infrastructure development, assessment and evaluation, and partnerships and collaborations.
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Bringing Science and Mathematics Excellence to Rural Classrooms
In 1994, the National Science Foundation (NSF) initiated the Rural Systemic Initiative (RSI) program to improve K-12 science, mathematics, and technology (SMT) education in rural, economically disadvantaged regions of the United States. The overarching goal of RSI was to significantly improve SMT education by implementing system-wide reform focused on improving student achievement and developing a sustainable educational infrastructure.
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MIE: The First Ten Years
The Model Institutions for Excellence The Model Institutions for Excellence (MIE) program is a long-term initiative designed to empower selected underrepresented minority serving universities and colleges to serve as role models to improve the quantity and quality of the nation's underrepresented minority science, technology, engineering, and mathematics (STEM) graduates. Since 1995, the MIE program has been jointly funded in three phases by the National Science Foundation (NSF) and National Aeronautics and Space Administration (NASA): infrastructure development (five years), implementation (three years) and institutionalization (three years). Model Institutions for Excellence program funded by the National Science Foundation and the National Aeronautics and Space Administration.
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Institutional Research Capacity Building
Systemic Research conducted a Tribal Colleges and Universities Data Capacity and Needs Assessment (DCNA) Survey. The purpose of the DCNA survey was to assess institutional data capacity and needs based on current tribal college resources - technical, physical, financial, and human.
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RSI Key Indicator Report 2004
RSI Key Indicator Report 2004 presents overall program highlights (Part I) and complete key indicator reports of 26 RSI sites (Part II).
Systemic Research, Inc. designed, developed, and implemented the RSI Key Indicator Database (RKID) system to collect and organize both quantitative and qualitative longitudinal data over the project period of each individual RSI site. The annual databases- RKID-2002, 2003, and 2004 were used for the RSI Key Indicator Report and case stories. The individual site reports for the most mature Cohort (1994) presents a decade of data, SY 1993-94 to 2002-03.
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Learning to Lead, Leading to Learn
The Duval County Public Schools (DCPS) in Jacksonville, Florida sought and received a grant from the National Science Foundation in 1998 to establish the Jacksonville Urban Systemic Initiative (JUSI). JUSI's goal was to reform mathematics and science education through teacher professional development that focuses on an inquiry-based, standards-aligned curriculum and instructional model.
JUSI was the driving force for policy changes in science and mathematics education in DCPS. More students are passing the state assessment test and increasing numbers of students are enrolling in and successfully completing higher level and Advanced Placement mathematics and science courses. Achievement gaps between underserved minority and white students have been narrowed.
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Strengthening the Foundation for Future Black Scientists and Engineers
The National Science Foundation (NSF) launched the Historically Black Colleges and Universities Program (HBCU-UP) in 1999 to "increase significantly the numbers of students enrolling in, and successfully completing, quality science, technology, engineering, and mathematics (STEM) baccalaureate programs which will prepare them to pursue doctoral degrees in the (STEM) disciplines," with a focus on support for faculty, research experiences for undergraduates, and scientific instrumentation. The program emphasizes the implementation of comprehensive institutional approaches to strengthen STEM teaching and learning primarily focusing on improvement of access, retention, and graduation.
Five institutions were selected from Cohorts 2 and 3 for an in-depth case story of their HBCU-UP project. The selections were made to provide a cross section of sites based on size, geographic location, control (private or public), length of time implementing the project, and project focus.
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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.
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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 underrepresented 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 2002Parts I and II presenting program results over the 10 year period from AY 1992-93 to AY 2001-02.
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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 developed by Systemic Research, Inc.
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Raising Standards and Achievement in Urban 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.
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Academic Excellence For All Urban Students
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.
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Survey Results of Urban School Classroom Practices in Mathematics and Science: 2000 Report
Teachers in urban K-12 school districts where system wide 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.
The 1999-2000 curriculum survey evaluated teaching practices, curriculum and subject content, and teachers' professional development and preparation in Baltimore, Dallas, Detroit, Phoenix, Columbus, Fresno, Memphis and Philadelphia.
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Survey Results of Urban School Classroom Practices in Mathematics and Science: 1999 Report
The Survey of Enacted Curriculum was 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 explored the impact of USI programs on student achievement and the learning infrastructure in urban school districts, and developed an inferential causal model linking the Systemic Initiatives drivers and other key elements.
Within the context of the USI evaluative study, the survey providedan initial analysis of urban school classroom practices in mathematics and science, focusing on enacted curriculum contents and teaching practices. The survey was designed to provide a means of validating reform changes in the four USI sites by analyzing responses from two groups of mathematics and science teachers - implementation group and control group. In each urban site, 80 teachers were selected from 20 schools, with 10 schools each at elementary and middle grade levels.
This initial report on enacted curriculum in USI sites provides two very important kinds of results. First, we demonstrate that the survey approach tried with four USI sites in 1999 can be used to analyze curriculum and teaching in classrooms, and that the analysis can be used across different classes, schools, and districts. Second, the report demonstrates that a purposive sample of schools and teachers can be used to compare curriculum and instruction in schools with high implementation of systemic reform through USI with schools that have less implementation.
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MIE Fact Book 2000
The Model Institutions for Excellence (MIE) program is a long term ground breaking initiative designed to empower universities to serve as models to improve the quantity and quality of our nation's science, engineering and mathematics (SEM) 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 SEM education and undergraduate research, and to increase the number of students who pursue advanced SEM degrees.
Volume I presents aggregated key indicator data in numerical and graphical format to illustrate progress made in the MIE program from the baseline through AR 1999-00. Volume II presents the individual MIE institutions' data: Bowie State University, Oyate Consortium (Oglala Lakota College, Si Tanka College, Sinte Gleska University, Sisseton-Whapeton Community College, and Sitting Bull College) Spelman College, Universidad Metropolitana, the University of Texas at El Paso, and Xavier University of Louisiana
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What Matters in Urban School Reform
This review of selected literature examines the National Science Foundation's standards-based systemic reform theory in the context of research reported by science, mathematics, and urban education policy experts. This review is specifically concerned with viewing evidence of relationships among identified change variables that are associated with fostering high achievement in mathematics and science of urban and underrepresented minority students. The authors indicate that four categories of variables are useful in studying student achievement: demographic information, test data, teacher development, and mathematics and science curriculum. The review revealed little researcher agreement regarding variable relationships that might predict a chain of influence from policy to classroom practice and finally to student performance.
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