The project will study how teachers, schools, and districts use evidence to plan their science curriculum in response to new assessments in the context of how state science tests require students to learn topics and design investigations. Partnerships of forms of professional development will be established that produce evidence to guide curriculum customization. The project will include an investigation of how schools incorporate evidence-based planning by contrasting two districts that have incorporated standards-aligned technology-enhanced inquiry projects. The objective is to learn how teachers, schools, and districts plan programs and how they can be transferred to new districts by specifying how teachers add learning technology to their science curriculum. The study will include understanding how technology materials improve student outcomes, whether they offer advantages for students at risk, and whether they improve curriculum materials that impact performance on state science assessments.
