التفاصيل البيبلوغرافية
| العنوان: |
UCAN: A Four-State Rural Systemic Initiative. Year Three Performance Effectiveness Review (PER). |
| اللغة: |
English |
| المؤلفون: |
LLamas, Vicente J., New Mexico Highlands Univ., Las Vegas, NM. UCAN Rural Systemic Initiative. |
| الإتاحة: |
Full text at Web site: http://ucanrsi.nmhu.edu/reports.htmlTest. |
| تمت مراجعته من قبل الزملاء: |
N |
| Page Count: |
43 |
| تاريخ النشر: |
1999 |
| Sponsoring Agency: |
National Science Foundation, Arlington, VA. Division of Educational System Reform. |
| نوع الوثيقة: |
Reports - Evaluative |
| الواصفات: |
American Indian Education, Educational Change, Elementary Secondary Education, Mathematics Achievement, Mathematics Education, Mexican American Education, Program Effectiveness, Program Evaluation, Rural Education, Science Achievement, Science Education |
| مصطلحات جغرافية: |
Arizona, Colorado, New Mexico, Utah |
| مستخلص: |
The Utah, Colorado, Arizona, New Mexico-Rural Systemic Initiative (UCAN-RSI) supports systemic reform of mathematics, technology, and science education for rural students in its states, focusing on schools with high enrollments of American Indian and Hispanic students. This performance effectiveness review covers UCAN's progress during its third year (September 1997-August 1998). During year 3, UCAN worked with 124 focal schools enrolling 36,656 students with 43 percent being American Indian and 41 percent being Hispanic. An introductory section outlines UCAN's approach to sustainable systemic reform, seven criteria defining "focal schools," and the benchmarks used by UCAN's six coalitions to assess their progress toward "full implementation" of reform. These benchmarks are in the areas of curriculum and assessment, policy, resource convergence, community support, student achievement, and achievement of women and minority groups. Section 1 outlines UCAN's impact on teachers, students, and schools. Section 2 describes UCAN's influence on the system in terms of resource convergence; policy changes to graduation requirements, professional development requirements, teacher certification requirements, and accountability; administrative changes; data utilization; implementation of standards-based curriculum; student-teacher-curriculum interactions; the system context of math and science education; and UCAN partnerships. Section 3 presents math and science achievement data for UCAN schools. Appendixes present supplementary data on areas covered in the report, selected data on UCAN states by Education Week, and examples from schools/districts in UCAN's six coalitions. (SV) |
| Entry Date: |
2001 |
| رقم الانضمام: |
ED449950 |
| قاعدة البيانات: |
ERIC |
