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New Equations: the Urban Schools Science and Mathematics Program. INSTITUTION Academy for Educational Development, Inc., New York, N.Y DOCUMENT RESUME ED 359 290 UD 029 317 AUTHOR Archer, Elayne TITLE New Equations: The Urban Schools Science and Mathematics Program. INSTITUTION Academy for Educational Development, Inc., New York, N.Y. SPONS AGENCY Ford Motor Co., Dearborn, Mich. REPORT NO ISBN-0-89492-101-0 PUB DATE 93 NOTE 63p. AVAILABLE FROMAcademy for Educational Development, Inc., 100 Fifth Avenue, New York, NY 10011. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Algebra; Black Students; Career Education; Elementary School Students; Enrichment Activities; *Females; *Hispanic Americans; *Intermediate Grades; Junior High Schools; Junior High School Students; *Mathematics Education; Middle Schools; *Minority Groups; Program Descriptions; *Science Education; Staff Development; Urban Education IDENTIFIERS African Americans; Atlanta Public Schools GA; Cleveland Public Schools OH; Detroit Public Schools MI; Hispanic American Students; Latinos; Middle School Students; *Urban Schools Science and Mathematics Program ABSTRACT This report describes the efforts of three urban school districts participating in the Urban Schools Science and Mathematics Program (USSAMP) to enhance mathematics and science education in the middle grades and 'o prepare more African-American, Latino, and female students for career opportunities in technology and science. In Atlanta (Georgia), activities of the USSAMP program included establishing a professional development institute and a Saturday Mathematics and Science Academy, providing increased student supports for math and science, and introducing middle grade students to algebra. The Cleveland (Ohio) effort included activity-based instruction, mathematics and science clubs, mathematics competitions, a school banking program, science fairs, career awareness education, self-esteem building efforts, and professional development, as well as other activities. The Detroit (Michigan) project involved a Saturday Institute as part of teacher professional development, increased school instruction time for mathematics and science, the purchase of materials, family mathematics sessions, and career awareness supports. A final chapter summarizes lessons learned at the three sites in vision formulation, the importance of district-level support, the principal's role, planning, technical assistance, ongoing professicnal development, minority contributions, access to algebra, and other areas. An appendix lists participants, resources, and members of the Academy for Educational Development Board of Directors. (JB) U 3 DENARTIMENT e E 0...cat,onst OT EDUCATION Researen ancl ECUCATiONAL ortisotnitnNAt RESOURCES CENTER tEDictINFORMATION diCrs document -nu.. .7111 has Dean ece,..a ,00,0r2loCe0 ,he ()WSW, Or nalingt Otgantahott PERMISSION TO REPRODUCE Mn, (-hinges THIS nave Dean mach --- MATERIAL AS BEE .0,0000 00cualtIT to wntS0It GRANTED BY Pc Ns Of vow 0 00.0100* -"emt co "or stated to t Clocv tin neCeSuNtly ,e0,0sent Dosthom or 00aCV chttcNI t TO THE EDUCATIONAL RESOURCES INFORMATION CENTER(E.RICI 1115 c 40- .1 ;...-:.: -..... _ 11.4 ... c titIr: --i'-- ii'r ' ., ' L..r. 7; t -- Ati Or e : 4,. 7 J. 4 . it. Ar's :, drk --:-....----.... .. 4 BEST COPY MIMI AM; NEW EQUATIONS The Urban Schools Science and Mathematics Program by Elayne Archer 2-U rr) ACADEMY FOR EDUCATIONAL DEVELOPMENT, INC. 1993 Academy For Educational Development AED is an independent. tax-exempt, nonprofit organization committed to addressing human development needs through education, communication, and information. Under contracts and grants. it operates programs for government and international agencies. educational institutions. foundations. and corpora- tions. Since its founding in 1961, AED has conducted projects throughout the United States and in more than IOU countries in the developing world. In part- nership with its clients, AED strives to increase access to learning, to improve the functioning of educational institutions, and to expand the sphere of education to social and economic development. The School and Community Services department has a strong commitment to excellence and equity in education and to developing links between schools and community agencies to increase educational and development opportunities for at-risk youth across the United States. Staff and consultants have extensive expe- rience working with large urban school systems. community organizations, and foundations and other funding agencies on programs addressing critical educa- tional issues, such as dropout prevention, adolescent pregnancy and parenting, literacy, and youth employment and training. Library of Congress Cataloguing-in-Publication Data Archer. Elayne New equations:the urban schoolsscience and mathematics program / by Elayne Archer p. 54 Includes bibliographical references. ISBN 0-89492-1:H-0 I. Mathematics-Study and teaching (Secondary) United States. 2. Science-Study and teaching (Secondary) United States. 3. Minority students-Education (Secondary) United States. I. Title QA1 3.A73 1992 507.1'273dc20 92-45791 CI P Copyright 1993 Academy for Educational 1Jevelopment. Inc. iii TABLE OF CONTENTS Foreword Acknowledgments vii Introduction The Atlanta USSAMP Project 9 The Cleveland USSAMP Project 19 The Detroit USSAMP Project .77 Lessons Learned 39 Appendix 47 Resources 53 FOREWORD For several years it has been our privilege to oversee the Urban Schools Sci- ence and Mathematics Program (USSAMP). The program,sponsored by the Ford Motor Company and the U. S. Equal Employment Opportunity Commission, was initiated in response to growing concern about the underrepresentation of African-Americans, Latinos. and females in precollege mathematics and science courses and in careers in science and technology. In the fall of 1989, Ford Motor Company awarded grants to three urban school districts to support activities to improve the mathematics and science achieve- ment of African-American, Latino, and female middle-grades studentsin three cities where Ford had a large corporate presence: Atlanta. Cleveland and Detroit. Over the next two years, participating schools undertook a number of innovative activities to enhance the teaching and learning of mathematics and science. USSAMP was fueled by a vision of equity: that African-American, Latino. and female students could reach high levels of achievement in both mathematics and science, given high teacher expectations, effective curriculum and teaching strategies. and adequate curricular and non-curricular supports. The USSAMP experience bows that this is true. This report provides many examples of the excellent work in mathematics and science that African-American, Latino, and female students can achieve. It describes these activities in detail in the hope that other middle-grades educators will he inspired to work to improve the mathemat- ics and science education and achievement of these students. USSAMP also provides an excellent example of a growing trend in American education: a dynamic partnership between the corporate sector and the schools to improve educational opportunities for disadvantaged youth.The program is evidence of Ford Motor Company's ongoing commitment to equity in the work- place and of the corporate sector's commitment to improving educational oppor- tunities for disadvantaged youth. We hope that this report will encourage other members of the corporate sector to work in partnerships with schools and school districts to improve the educational achievement of disadvantaged youth and to prepare them for the challenging workplace of thefuture. J. T. Powell Jac}, Thurmond Manager Associate General Counsel Personnel Relations and Equal Systemic Investigations and Individual Employment Planning Compliance Programs Department Office of the General Counsel Ford Motor Company U. S. Equal Employment Opportunity Commission ACKNOWLEDGMENTS Many people contributed to the Urban Schools Science and Mathemat- ics Program and to this report. Notably. we are grateful to the members of the USSAMP technical assistance teamDeanna Banks Beane, Pro- ject Director. Youth Alive. Association of Science and Technology Cen- ters: Walter Bogart. Program Officer. Directorate of Education and Human Resources Programs. American Association for the Advancement of Science: Jeffery Johnson, President. Management Plus Consulting and Training Services: Ceasar McDowell. Assistant Professor. Department of Human Development and Psychology. Harvard Graduate School of Edu- cation: and Robert Moses. mathematics educatorwho offered much val- uable advice and guidance over the years. We acknowledge the contributions of the many individuals who partic- ipated in the USSAMP projects: district-level staff. who showed leader- ship in undertaking innovative approaches to mathematics and science education in their districts: project staff and teachers. who pioneered new approaches to improving middle-grades mathematics and science teach- ing: and students. who were a source of inspiration to those who worked with them daily. The following project participants attended the May 1992 USSAMP conference in Washington. D.C. and offered valuable insights into what made their projects effective: James Bateman. Juanita Clay Chambers, Charlene Coats, Mildred Coats. Linda Danns. Gloria Jackson. Wevman Patterson. David Porter. Leviticus Roberts. Melvin Webb. and Linda Wood. The representatives of other schools and districts engaged in mathematics and science education reform who attended this conference also made a valuable contribution. We especially
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