Over the past eight years, we have had the opportunity to provide evaluation services for Mathematics and Science Partnership (MSP) programs in Washington, Hawaii, and Alabama. Through this experience, we have observed the positive impact of these programs and the promising practices that are developing from the partnerships.
What are Math and Science Partnerships?
The intent of the MSP federal grant program, which funds approximately $175 million/year, is to encourage partnerships between institutions of higher education (IHE) and high-need school districts focused on the areas of science, technology, engineering, and math (STEM). Each of the MSPs features an alliance of an IHE and the K-12 school system working together to create high quality professional development opportunities for teachers. The overarching goal of these efforts is to increase student achievement in mathematics and science. Professional development activities focus on increasing teachers’ content knowledge and instructional skills along with ongoing collaboration to:
- Enhance schools’ capacity to provide challenging curricula for all students and encourage more students to succeed in advanced courses in mathematics and the sciences;
- Increase the number, quality, and diversity of mathematics and science teachers, especially in underserved areas;
- Engage and support scientists, mathematicians, and engineers at local universities and local industries to work with K-12 educators and students;
- Contribute to a greater understanding of how students effectively learn mathematics and science and how teacher preparation and professional development can be improved; and
- Promote institutional and organizational change in education systems — from kindergarten through graduate school — to sustain partnerships’ promising practices and policies [NSF]
The Impact of the MSP Program
Since the inception of the MSP program in 2002, ongoing summative program evaluation results from across the country have shown the following outcomes for MSPs:
- Positive correlations between schools’ participation in partnership activities and K–12 student achievement in mathematics and science;
- Increased K–12 teachers’ content knowledge following participation in partnership activities;
- Widespread involvement by science, technology, engineering, and mathematics (STEM) discipline faculty in partnership activities;
- Extensive research publications by the partnerships, covering topics in mathematics and science education; and
- Early signs that partnerships can sustain their collaborative work beyond their period of formal funding by the MSP Program [MSPnet]
Emerging Promising Practices
Throughout our work in evaluating a variety of different MSP programs, a few promising practices have emerged. These promising practices include K-16 collaboration opportunities, developing common instructional materials, and developing common instructional strategies.
Increasing K-16 Collaboration Opportunities
The opportunity to communicate and collaborate within and across schools was overwhelmingly described as a positive practice within the MSPs. Participants frequently described the benefit of learning together and from one another. Some MSPs involve several regions, and teachers who do not normally have a chance to work with one another are now making connections and sharing resources more than ever before. Additionally, the partnerships benefited from each other by helping the K-12 teachers understand what the IHE expect from incoming college students while the IHE better understand the foundation students gain in K-12 MSP districts.
Developing Common Instructional Materials
Many of the MSPs provide teachers with practical instructional materials. In some cases, these materials are primarily teacher-generated. In others, teachers are provided with instructional materials, such as technology devices and software, and are given lessons aligned with it. The teacher-generated materials are often created collaboratively, across multiple grade levels, to assist with vertical alignment. In both cases, teachers expressed gratitude for obtaining practical instructional materials from their MSP trainings. In a few of the partnerships, teachers saw these materials as essential for them to be able to sustain adopted practices after the end of the grant.
Developing Common Instructional Strategies
Several of the partnerships provided opportunities for participants to observe in the classrooms of their peers. Although many of the teachers admitted that they were nervous and apprehensive about this at first, they almost universally reported this practice to be one of the most effective in improving their instructional skills and a practice they do not normally have time to do. Additionally, some MSP participants observed trainers modeling instructional strategies to students during professional development meetings; participants found it particularly valuable to observe the teaching strategies they were learning by having them modeled for them with students.
Increasing K-16 Collaboration Opportunities
The opportunity to communicate and collaborate within and across schools was overwhelmingly described as a positive practice within the MSPs. Participants frequently described the benefit of learning together and from one another. Some MSPs involve several regions, and teachers who do not normally have a chance to work with one another are now making connections and sharing resources more than ever before. Additionally, the partnerships benefited from each other by helping the K-12 teachers understand what the IHE expect from incoming college students while the IHE better understand the foundation students gain in K-12 MSP districts.
Developing Common Instructional Materials
Many of the MSPs provide teachers with practical instructional materials. In some cases, these materials are primarily teacher-generated. In others, teachers are provided with instructional materials, such as technology devices and software, and are given lessons aligned with it. The teacher-generated materials are often created collaboratively, across multiple grade levels, to assist with vertical alignment. In both cases, teachers expressed gratitude for obtaining practical instructional materials from their MSP trainings. In a few of the partnerships, teachers saw these materials as essential for them to be able to sustain adopted practices after the end of the grant.
Developing Common Instructional Strategies
Several of the partnerships provided opportunities for participants to observe in the classrooms of their peers. Although many of the teachers admitted that they were nervous and apprehensive about this at first, they almost universally reported this practice to be one of the most effective in improving their instructional skills and a practice they do not normally have time to do. Additionally, some MSP participants observed trainers modeling instructional strategies to students during professional development meetings; participants found it particularly valuable to observe the teaching strategies they were learning by having them modeled for them with students.
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Bryn Chighizola, M.A. Research Associate
Bryn holds a Masters Degree in Industrial/Organizational Psychology from Seattle Pacific University. Her research interests involve program evaluation and team development. Bryn has conducted consultation work in a variety of industries including MacDonald Miller, The Downtown Emergency Services Center, and Harborview Medical Center. She has worked with The BERC Group for three years. Her professional experiences include being a member of the Washington State Leadership Academy Evaluation Team, leading School and Classroom Practice Studies, writing proposals, and providing evaluation planning for various projects. Bryn is passionate about providing a systemic approach to evaluations and developing measurable outcomes to provide clients with a clear path for continued development.
