Articulation
of the Vision | DUSP Impact | Student
Progress | Golden Apple Award Schools
A VISION FOR
REFORM
The
vision for mathematics and science education in the Detroit Public Schools
(DPS) is contained in a challenging and rigorous statement articulated
in a document entitled "The Constructivist Vision for Teaching and Learning
and Staff Development".
DUSP GOALS
- To
improve the district's implementation of standards-based curriculum
- To
increase the competency and diversity of the science and mathematics
workforce
- To
promote collaborations with colleges and universities
- To
increase the number of skilled entrants in the technology-based
workforce
- To
employ research to improve the teaching and learning of science,
mathematics and technology
Maximum Potential
All students in the Detroit Public Schools are expected to attempt to
reach their maximum potential as they progress through the District's
mathematics and science education programs. They understand and internalize
the criticality of mathematical and scientific literacy and autonomously
pursue their desires and aspirations for advanced study and leadership
roles in these arenas.
Skilled/Highly Educated Teachers
All teachers K-12, who have responsibility for mathematics and/or science
have the attitude, knowledge, techniques, and confidence to equip students
with the information and skills they need to pursue higher education
and/or entry into the workplace. All buildings have mathematics and
science classrooms and laboratories that are equipped with state-of-the-art
equipment appropriate for grade and content. Teachers and students share
and receive instruction, training, information and data via satellite,
fiber optics, cable and other communications technology linkups that
enable access to each other within the District, as well as to educators,
scientists, students, data and information banks all over the world.
Preparing Students for the Future
All Students pursue a K-12, sequential, futuristic course of mathematics
and science study that develops and requires analytical and other higher-order
thinking skills, independent inquiry, use of manipulatives, active participation,
and practical application. Students make sense of and correctly apply
information as independent learners, helping each other in cooperative
learning communities that foster decision-making and creativity. Teachers,
administration, parents, the community, institutions of higher education,
city government, and business and industry all expect and help students
pursue and develop mathematical and scientific literacy. Thus graduates
not only have the fundamental mathematics and science content that enables
them to function and succeed in a technologically advanced society,
but are literate in mathematics and science and highly motivated to
excel in careers and higher education in mathematics, science, engineering
and technology; they are known for and sought after because of the nature
and quality of their K-12 mathematics and science education.
ARTICULATION
OF THE VISION
The
vision becomes real in the classroom, in the school building, in the
constellation, and across the system.
In the classroom, this vision
includes:
-
Students engaged in hands-on,
minds-on learning that is standards-driven
-
Students engaged in relevant
learning
-
Teachers with the attitude,
knowledge, skills and confidence to teach standards-based mathematics
and science
-
Ongoing, informative assessment
of student learning
-
Teachers acting to facilitate
student learning, using constructivist methods
-
Adequate equipment and laboratories
for students to experiment
-
Students highly motivated
to excel in careers and higher education
-
Pervasive learning technologies
deeply rooted in the day-to-day learning
School wide implementations
include:
-
An articulated, sequenced,
integrated high-standards curriculum
-
A comprehensive system for
professional development consistent with curriculum
-
Understanding of assessment
and data use
-
Mathematics and science classrooms
with state-of-the-art equipment and technology
-
A Direct relationship between
school improvement and other planning
-
Substantive parent and community
involvement in children's education
-
Links with other learning
opportunities and information in the district and the world
In the constellation (a high
school and its feeder middle schools and elementary schools), the vision
includes:
- The coordination of a sequential and futuristic
curriculum of mathematics and science study
- Cross-constellation consistency in curriculum,
instruction and assessment
- Common sequence and timing of training
for teachers
- Sharing of information and resources
- Articulation (bridging the gap) between
school levels for student retention
Across the district, the vision
includes:
A system for professional development integrated with content, pedagogy,
assessment, and resources
-
Policies consistent with
recognition that mathematics and science are keys to the future
-
Policies that support and
enable the connection of curriculum, instruction, professional development,
and assessment
-
Sharing of information and
resources in the system
-
Full use of mathematics and
science centers by teachers, parents, and students
-
Graduates choosing math,
technology and science-related careers
-
Graduates sought after by
institutions of higher education
-
High participation in advanced
mathematics and science courses in high school
-
Design and use of information
systems to ensure that all students are succeeding in mathematics
and science
MAKING ACHIEVEMENT REAL
Bringing improved math and science
achievement for students from the realm of vision to the world of reality
requires comprehensive, day-to-day work on very specific concepts. The
key to achievement, then, is establishing meaningful concepts.
Through DUSP, the Detroit Public Schools uses five concepts in
implementing standards-based curriculum:
Rigorous Standards
Students are engaged in challenging content and the process of science.
Cognitive Engagement
Teaching and learning practices engage learners in experiences where
they construct new meaning and understanding.
Personal Relevance
Teaching and learning are grounded in authentic and personally meaningful
activities.
Pervasive Technology
Technology is deeply rooted in learning as a tool that teachers and
students use routinely.
Capacity Building
The work of Detroit Public Schools is changing to continually build
the capacities of teachers, students and the community.
In DUSP, professional development
is the major driver of the improvement of teaching and learning for
all students.
With this in mind, DUSP has developed plans and strategies that help
teachers become successful at helping students succeed.
Detroit Public Schools' Urban Systemic Program has provided experiences
that educate classroom teachers in effective mathematics and science
education. These experiences include university courses, in-service
training initiatives and networks, peer coaching; and mini-grant programs.
|
Advanced Science
High School Course Enrollment
7 Year Longitudinal Enrollment Profile
|
Advanced Mathematics
High School Course Enrollment
7 Year Longitudinal Enrollment Profile
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DUSP IMPACT
The DUSP is committed to
significantly improving learning by providing challenging mathematics
and science programs for all students. Student service designed to increase
knowledge, skills, understanding, interest and commitment to the sciences
are offered during the school day, after school and on Saturdays. Programs
include:
Academic Games
DAPCEP
Michigan Junior Science and Humanities Symposium
Project SEED
Rouge River as a Science Lab
Science and Engineering Lab
Science Connection
Science in the City
Science Olympiad
Space Camp
Star Base Science
Summer Research Apprenticeship Program
Visiting Scientists
Wayne County Network Program
Women in Engineering and Technology
WSU Math CORPS Summer Camp
More students are enrolling in
advanced mathematics and science courses. High School teachers report
increased enrollments in calculus, physiology and anatomy, physics,
chemistry, organic chemistry, and probability and statistics courses.
Enrollments in advanced mathematics and science courses such as AP Calculus,
AP Biology and AP Physics have also shown increases since the beginning
of DUSP.
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Five Year (1996-2000)
Michigan Educational Assessment Program
Mathematics Performance (MEAP)
|
Five Year (1996-2000)
Michigan Educational Assessment Program
Science Performance (MEAP)
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Metropolitan Achievement Test (MAT)
Mathematics Results vs National Mathematics Means
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Metropolitan Achievement Test (MAT)
Mathematics Results vs National Science Means
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STUDENT
PROGRESS
The
State of Michigan's accreditation plan and the District's accountability
system are directly linked to the Michigan Education Assessment Program
(MEAP). Recently, 32 Detroit Public Schools attained the highest
level of school achievement in the Golden
Apple MEAP Incentive Program. Such schools demonstrate an improvement
of at least 60 points over two immediately preceding years, or have
scores among the highest elementary school scores statewide on MEAP
tests.
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Mathematics AP Enrollment
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Science AP Enrollment
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Schools Involved in DUSP
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|
|
Population Data
Student 171,055
Teachers 9,231
|
MEAP Results for
Mathematics and Science
| Percent
of DPS Students with Satisfactory Performance |
MATHEMATICS*
|
SCIENCE*
|
|
4th
|
7th
|
11th
|
5th
|
8th
|
11th
|
| 1993-1994 |
33%
(49%)
|
16%
(41%)
|
5%
(27%)
|
64%
(77%)
|
33%
(59%)
|
32%
(51%)
|
| 1994-1995 |
47%
(62%)
|
22%
(49%)
|
11%
(39%)
|
70%
(76%)
|
41%
(62%)
|
34%
(52%)
|
| 1995-1996 |
49%
(63%)
|
32%
(55%)
|
15%
(48%)
|
18%
(27%)
|
8%
(22%)
|
5%
(32%)
|
| 1996-1997 |
49%
(61%)
|
29%
(61%)
|
22%
(52%)
|
31%
(37%)
|
11%
(18%)
|
9%
(39%)
|
| 1997-1998 |
65%
(74%)
|
34%
(62%)
|
39%
(78%)
|
33%
(40%)
|
10%
(22%)
|
41%
(79%)
|
| 1998-1999 |
59%
(72%)
|
36%
(63%)
|
53%
(71%)
|
29%
(37%)
|
12%
(23%)
|
45%
(80%)
|
| 1999-2000 |
62%
(74%)
|
35%
(63%)
|
NA
|
37%
(43%)
|
14%
(24%)
|
NA
|
Gain Score
(Percentage) |
Math: 1995 to 1999
|
Science: 1995 to 1999
|
|
+13%
|
+03%
|
NA
|
+19%
|
+06%
|
NA
|
*State Average is given in parenthesis
(n%)
NA: Not Applicable
