The Quality Of The Teaching Of Mathematics, Science And Technology In K-12 Classrooms In New York State — A Summary Of Findings

Authors

Mark St. John, Becky Carroll, Jeanne Century, Costanza Eggers-Pierola, Judy Hirabayashi, Nina Houghton, Sybillyn Jennings, Felisa Tibbitts, Ruth Von Blum, Inverness Research Inc.

Purpose

For the past five years, Inverness Research Associates has been the evaluator of the New York Statewide Systemic Initiative (NYSSI), a five-year, ten million dollar investment of the National Science Foundation (NSF) in the improvement of mathematics, science and technology (MST) education in New York State. As part of that evaluation, Inverness Research undertook what might be called an "MST landscape study" in which our researchers attempted to assess the current status of MST instruction across the state. Visiting seven typical districts, we were able to see a large sample of MST instruction, and ultimately we were able to rate the quality of a total of 156 math, science and technology lessons across grade levels (K-12).

Client

New York State Education Department

Intended Audience

Math, Science and Technology Reform Leaders and Foundations, and general public.

Funded by

This report was prepared with support from the National Science Foundation under grant number OSR-9350033.

Disclaimer

This document does not necessarily reflect the views of the National Science Foundation. Any and all errors are claimed by the authors of this document, Inverness Research

Date published

April 1999

Distribution Policy

Inverness Research Inc. grants permission to print and distribute copies.

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