Urban Students Show Improvement in Math and Science

Math and science students exposed to high expectations, challenging curriculum and sound instructional methods may hold an advantage over their peers, suggests a report funded by the National Science Foundation (NSF).



Academic Excellence for All Urban Students presents data from a study of 22 urban school districts comprising the NSF's Urban Systemic Initiatives (USI), showing great gains in student achievement by school districts that participated in the USI program for the longest period of time. The report is the result of eight years of research under the USI program, which began in 1993. It also is part of a larger ongoing study by Systemic Research, Inc., How Reform Works: An Evaluative Study of National Science Foundation's Urban Systemic Initiatives.



Among the report's findings, students in grades K-12 in major urban school districts demonstrated significant improvement in mathematics and science and higher-level course achievement in the following: Algebra I or above in eighth grade and Algebra II, Geometry, Calculus, Integrated Mathematics, Biology, Chemistry, Physics, and Integrated Sciences in grades 9-12.



Since the school year (SY) 1993-94, enrollment in these courses and completion rates also steadily increased. In one cohort, the number of grade 9-12 students enrolled in the above mathematics and science courses increased by 53 percent and 38 percent, respectively. Enrollment gains were even greater among underrepresented minority students. Between SYs 93-94 and 98-99, in a cohort including Cleveland, Columbus, Fresno, Los Angeles, Memphis and Philadelphia, the enrollment of 8th grade black students in Algebra I or above increased by 82 percent. In another cohort, the enrollment of black students increased by 58 percent and Hispanic students, 59 percent.



According to NSF's annual data collection system, nearly 87 percent of USI schools in SY 98-99 reached the mathematics and science goals set forth by the Government Performance and Results Act (GPRA). The USI program, following GPRA, ensured that a standards-based curriculum was implemented by 80 percent of the schools for at least three years.



An interesting side benefit surfaced in the study: Sites that received USI funding — intended for mathematics and science education reform — leveraged an average of $11 million in in-kind contributions during fiscal year 1999. Twenty of the sites reported leveraging a total of $547 million in additional funding. The largest share of total funds went toward professional development activities, which averaged 49 percent among all sites.



Research has indicated that students who enroll in and complete higher-level mathematics and science courses are more likely to pursue higher-level courses and post-secondary education. To view Academic Excellence for All Urban Students, visit: http://www.systemic.com/usi/booklet.htm