Science Education Reform for All (SERA)
Executive Summary
Table of Contents
III. Conclusions
If the SMT educational reform is to reach its full potential, systemic reformers need to be more deliberate and strategic about:- Infusing equity into systemic reform. To assist leaders of systemic initiatives in pursuing the goal of equity and excellence in SMT education, the NSF, with the assistance of Westat*McKenzie and a team of educational equity educators and researchers, is developing an implementation schema for infusing equity into systemic reform.
- Identifying and planning for the political and cultural difficulties, tensions, and changes associated with SMT reform. From our experience with this reform, we know that changes will occur in leadership, and tensions will mount within and outside our offices, schools, and classes. These inevitable transitions will be smoother if we plan for them.
- Helping teachers and administrators who are resistant to the SMT reform, particularly those schools that have predominantly minority and poor students. One of the myths that is stalling the reform at many schoolhouse doors is the belief that poor and minority children cannot succeed in challenging mathematics and science classes. Teachers and administrators need to understand that with the proper instructional strategies, poor and minority students can meet high standards.
Another myth about the SMT reform is that this is another initiative that will come and go like all the others. Resistant teachers and administrators need to understand that this reform is built on past research and reform efforts. They can benefit both professionally and personally from all the education reforms that will occur throughout the course of their careers.
- Linking formal SMT education with informal SMT activities that take place after school, in the home, and in the community. Many opportunities are being missed to strengthen SMT learning that takes place in the classroom, including the use of technology, youth-serving organizations, and community service and volunteer programs.
- Developing an accountability system that not only includes sanctions and rewards, but one that also includes funds for thoughtful research and evaluation at both the district and school levels. Current accountability systems use a series of indicators to report both student and school performance. As indicated in the Florida Department of Education's description of "Vital Signs for School Improvement" these accountability reports gauge progress toward attainment of state education goals, provide information to school improvement councils for planning and evaluation, link low achieving schools for technical assistance, and identify successful schools.
Many of these state accountabiliy systems already include funds for technical assistance to low achieving schools; and, some include funds for monetary incentives for successful schools. Funds should also be included for careful research and evaluation at the school level to identify characteristics of successful programs and practices. It is important to specify funds for research and evaluation because oftentimes if such funds are attached to implentation grants, educators focus more on the intervention than on research and evaluation.
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