This project will examine how partnerships among state science leaders, education researchers and education practitioners cultivate vertical coherence and equity in state science education. This is an important study because in most states, the student population is becoming more diverse, and states need help in finding ways to better serve schools and districts within their jurisdictions. Through this effort, state science leaders will participate in a networked improvement community model organized to develop and test state-level strategies. Specifically, the focus will be on the adaptation of instructional materials and formative assessment as linked policy strategies for aligning curriculum, instruction, and assessment and for relating instruction to the interests and histories of local communities. State science leaders and researchers will investigate how and under what conditions certain strategies support the emergence of coherent and equitable state systems of science education in which all students have opportunities to meet challenging new science standards. The project will build knowledge and theory about the conditions under which a network of state teams can promote coherent guidance for culturally-based instruction in local districts and schools. Together the partners will collaborate to diagnose current challenges to promoting coherence and equity and then develop knowledge and resources about conditions that promote coherence and equity by testing and studying strategies for cultivating it.

An iterative design-based research approach will be used to build foundational knowledge for the equitable implementation of the vision of science and engineering learning that integrates disciplinary core ideas, science and engineering practices, and crosscutting concepts working from a cultural perspective on learning. A multiple-case study will be used to collect data about the impact of the networked improvement community model on leadership development to effectively improve state efforts. Surveys and interviews will be used to gather information on co-designing efforts, use and adaptation of resources, and knowledge gained by state science leaders. Data will also be collected on political conditions and infrastructures of teamwork as potential facilitators and barriers to the development of strategic knowledge leadership. Analyses of data will identify patterns or configurations of conditions associated with growth in science leaders' strategic knowledge leadership related to equity. This technique will generate evidence-based claims for how and when supports and barriers matter for growth in strategic knowledge leadership for equity.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

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University of Washington
United States
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