DOCUMENT RESUME ED 379 160 SE 055 777 AUTHOR Huinker

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0 7 received from the person or Mani Wien,originating It. 0 Minor changes have been made to omprove,reproduction quality. in Milwaukee,poonts of yleye necessarily,nioS stated on this docu. ment do not necesri represent Oficial,OERI positron or policy. DeAnn Huinker,toe Lynn H Doyle,o t ee Gretchen E Pearson.
P4 044600 Centel for Mathematics and,Sci2nce Education Research. 7 7 University of,Wisconsin Milwaukee,BEST COPY AVAILABLE. LANDSCAPE OF,MATHEMATICS,IN MILWAUKEE,A Study of the. Milwaukee Public Schools,De Ann Huinker,Lynn H Doyle. Gretchen E Pearson, Center for Mathematics and Science Education Research.
University of Wisconsin Milwaukee,Enderis Hall Room 265. Milwaukee WI 53201 0413,phone 414 229 6646,fax 414 229 4855. email huinker csd uwm edu,January 1995, This material is based upon work supported by the National Science Foundation under Grant No. OSR 9350093 Any opinions findings and conclusions or recommendations expressed in this material. are those of the authors and do not necessarily reflect the views of the National Science Foundation. Acknowledgements iii,CHAPTER 1 BACKGROUND 1,NSF Urban Systemic Initiative 1. Milwaukee Public Schools 2,MPS Mathematics and Science Self Study 4.
Summary 10,References 10,CHAPTER 2 DESIGN OF THE STUDY 11. Site Visits 11,Surveys 14,Focus Groups 15,Summary 16. CHAPTER 3 INTERVIEW RESULTS 17,Student Group Interviews 17. Teacher Group Interviews 31,Principal Interviews 38. Summary 51,CHAPTER 4 CLASSROOM OBSERVATION RESULTS 53.
Elementary School Mathematics 53,Elementary School Science 58. Middle School Mathematics 62,Mid le School Science 66. High School Mathematics 70,High School Science 74,Summary 77. CHAPTER 5 SURVEY RESULTS 79,Elementary School 79,Middle School and High School 96. Summary 112,CHAPTER 6 FOCUS GROUP RESULTS 115,Community Focus Groups 115.
Parent Focus Group 119,Summary 124,APPENDICES 125,Appendix A Members of the Working Group 125. Appendix B Site Visit Guide and Data Collection Instruments 127. Appendix C Survey Instruments 147,Appendix D Focus Group Participants 159. Appendix E Focus Group Question Guides 161,ACKNOWLEDGMENTS. To create a landscape painting is an extensive undertaking This portrait of. mathematics and science education in the Milwaukee Public Schools MPS was a. collaborative work which required the help of many individuals Without their time. and effort the study could never have been accomplished. Members of the Working Group helped plan investigate and dream of what could. exist See Appendix A for a listing of the members They provided wonderful. insights and suggestions by breaking from old perspectives and suggesting innovative. alternatives They viewed mathematics and science education in new lights. Over half of the Working Group gave additional time to collect data during the site. visits These included Stephen Adams Jeffrey Anderson Pat Barry Carmen Baxter. Conni Blomberg Marva Bredendick Sallie Brown Dave Caruso Greg Coffman. David De Bruin Mike Endress Liz Freeman Becky Guerrero David Guerrero. Karleen Haberichter Mary Henry Judy Heine Pat Kenner Steve Kreklow Jim. Kurtz Darlene Liston Dan Lotesto Hazel Luckett Connie Manke Ed Mooney. Mary Morris Nile Mahoney Vince O Connor Cyntha Pattison Cynthia Pierson. Judith Pokrop Bill Raw les Jerry Schnoll Fred Schroedl Katrina Simmons Karen. Villwock Ella Washington Charles Wickenhauser Catherine Washabaugh Jim. Wojtech and Blaine Wiesniewski, Special thanks to several members Jeffrey Anderson Greg Coffman Jim Wojtech. and Blaine Wiesniewski who went far beyond by giving additional time to conduct. site visits An extra special thank you goes to Cynthia Pierson who always came. through during moments of crisis We also appreciate the efforts of several. individuals who although not members of the working group volunteered their. services to conduct site visits Karen Boyle Norma Cleary Diane Colby Sonia. Di Salvo Georgia Mc Guff Tracy Posnanski and Irma Villegas. Preparing for the site visits meant coordination reorganized schedules and flexibility. on the part of the site visit schools Principals assistant principals learning. coordinators and implementors more than met the challenge Their welcome mats and. coffee were appreciated by all Interviewed teachers enthusiastically painted pictures. of mathematics and science instruction and were gracious often giving up planning or. break time Some of our most poignant observations and comments were from the. students who eagerly provided their ideas of what instruction is and could be. Without the input of members of the community and parents our landscape would. have been incomplete Representatives from business industry post secondary. education community and government agencies and parents see Appendix C. provided another outlook This broad sharIng of views made the self study truly a. collaborative effort between the University of Wisconsin Milwaukee the Milwaukee. Public Schools and the Milwaukee community The Overall support from. Milwaukee s mayor John Norquist and assistance from his staff particulary Joanne. Anton helped obtain this valuable community component. The University of Wisconsin Milwaukee UWM helped facilitate this work Dr Gail. Schneider Interim Dean of the School of Education communicated full support of. this effort with encouragement and use of time and facilities In the UWM Center for. Mathematics and Science Education Research CMSER Dr Larry Enochs Director. sowed seeds of innovation through his extensive background and theoretical. frameworks Tracy Posnanski Assistant to the Director cultivated those seeds with. his cheerful flexibility especially as deadline pressures increased and Bill Raw les. compiled data and contributed insightful comments and reflections on the text. Transcribing and tallying data can be a thankless task but CMSER staff Patti Bauer. Kristi Clark Kelli Clark Dottie Mehan Amy Schuster Shelly Schuster Julie. Dietzen and Tricia Winkler pitched right in, Finally a thank you goes to MPS staff Carol Frankiewicz and Pat Haller who.
provided the day to day assistance we needed to get the job done and to Carmen. Baxter Science Curriculum Specialist who added insights and perspective Vince. O Connor Mathematics Curriculum Specialist and Cynthia Ellwood Director of. Curriculum and Instruction were the frame that held our landscape painting in place. Howard Fuller Superintendent continually provided the heart and inspiration to seek. the best education for our students,BACKGROUND, Science and math will be used in daily life activities and in knowing the environment. You need science and math in your career for solving problems. MPS High School Student, I like my teacher she makes science fun She makes me learn cause we do hands on. things and research It makes me learn,MPS Middle School Student. You need mathematics and science for college That s the best part of school because. you can learn a lot for example how to clean up the earth. MPS Elementary School Student, These quotes from students in the Milwaukee Public Schools MPS reflect the seeds. of reform that MPS change agents have been nurturing over the last several years To. provide a panoramic view of mathematics and science education in MPS a study was. conducted in 1993 94 with funding from the National Science Foundation s Urban. Systemic Initiative The landscape was the school district The artists who created the. painting were MPS students teachers and principals and representatives from the. broader Milwaukee community This report is the result of that study it is a landscape. portrait of mathematics and science education in the Milwaukee Public Schools. NSF URBAN SYSTEMIC INITIATIVE, The Urban Systemic Initiative USI is a new venture of the National Science.
Foundation NSF Its aim is to enable large cities to make substantial and long. lasting improvements in mathematics and science education for all students The USI. is making awards available to the 25 cities with the largest number of school age. children ages 5 17 living in economic poverty as determined by the 1990 census. Milwaukee is one of those 25 cities, The cities are challenged to develop plans for systemic reform to improve student. learning in grades K 12 in mathematics science and technology Systemic reform of. science and mathematics education refers to fundamental comprehensive and. coordinated changes which will result in improved outcomes for all students as well. as in the development of broad based community partnerships NSF 1993 p 2. Cooperation among teachers administrators families business and industry. government agencies and cultural agencies is needed to bring about systemic reform. Background 1, Although the program is aimed at improving mathematics and science education it is. expected that the reform of these subjects will force comprehensive change across the. entire curriculum The NSF has established goals and expectations considered. essential to systemic programs The goals of the USI are. To improve the scientific and mathematical literacy of all students in urban. communities, To provide the mathematics and science fundamentals which will permit all. students to participate fully in a technological society and. To enable a significantly greater number of these students to pursue careers in. mathematics science engineering and technology p 3. The expectations of the USI are that each school district present an implementation. plan which demonstrates, A broadly shared community vision for mathematics science and technology. learning outcomes that benefits all children, A comprehensive and systematic plan that addresses mathematics science and.
technology learning from kindergarten through twelfth grade. A redirectionof school district resources that incorporates the USI. implementation plan within the regular school budget and. A new science and mathematics education paradigm that becomes part of the. existing system rather than an appendage to it and that is institutionalized over. the life of the initiative p 3,MILWAUKEE PUBLIC SCHOOLS. In 1993 MPS served approximately 100 000 students The student population. consisted of approximately 75 minority students 50 percent African American 11. percent Hispanic one percent Native American 11 percent Asian 24 percent. Caucasian and one percent other Sixty five percent of the students received free. lunch and the high school dropout rate was 15 4 percent The district employed a total. of 9246 full time staff positions of which 6339 were teachers The district had 155. schools in this school year 111 elementary schools 21 middle schools 15 high. schools and 8 alternative schools MPS 1994a, The district has pursued an aggressive reform agenda in recent years affecting all. aspects of the system includi ig academic standards strategies for teaching and. learning approaches to staff development assessment shared decision making and. school based management and budgeting Two critical reform agendas espouse the. vision of the school district the K 12 Teaching and Learning Goals and School. MPS K 12 TEACHING AND LEARNING GOALS, The K 12 Teaching and Learning Goals see figure 1 1 center on rigorous standards. for all children Ellwood Jasna Fuller 1991 The goals were established in 1991. through a process involving over 1000 teachers principals parents business people. community activist post secondary representatives and students These ten goals aim. to offer all children an equitable multicultural education and to teach all children to. think deeply critically and creatively, 2 Landscape of Mathematics and Science Education in Milwaukee. The district is working to meet these goals by rethinking and restructuring the. decision making processes the curriculum the delivery of instruction and the. methods of assessment used in all K 12 classrooms Iii addition the goals E empt to. capitalize on school level innovation and mobilize all segments of the broader. Milwaukee community en behalf of children Administrators teachers and staff in. the MPS school district recognize that not everything children learn is learned in. school experiences at home and in the community make a significant contribution. The teaching and learning goals are based on the philosophy that. Curriculum is the sum total of what is taught and learned in schools throughout. the system,The curriculum must be student centered.
The curriculum must promote equity, The curriculum must promote deep thinking for all students and. Curriculum development must be an ongoing process in which all members of. the MPS family participate,Fi ure 1 1 MPS K 12 Teaching and Learning Goals. K 12 Teaching and Learning Goals, 1 Students will project anti racist anti biased attitudes through their participation in a multi. lingual multi ethnic culturally diverse curriculum. 2 Students will participate and gain knowledge in all the arts visu. ED 379 160 SE 055 777 AUTHOR Huinker DeAnn And Others TITLE Landscape of Mathematics and Science Education in Milwaukee A Study of the Milwaukee Public Schools INSTITUTION Wisconsin Univ Milwaukee Center for Mathem 1 ics and Science Education Research SPONS AGENCY National Science Foundation Washington D C PUB DATE Jan 95

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