Center for Elementary Mathematics and Science Education

CEMSE has begun its third year helping to improve mathematics achievement at 10 Chicago public elementary schools that are undergoing restructuring mandated by the No Child Left Behind Act (NCLB). CEMSE is providing in-school support to full time Mathematics In-School Instructional Coaches (MISICS) in each of the ten schools and also Data-Based Technical Assistance (DBTA) to leaders in the 10 schools and Chicago Public Schools (CPS) administrators. The project began in the 2006-2007 school year with an annual funding of approximately $1 million, and is expected to continue for several more years. Andy Isaacs (aisaacs@uchicago.edu) is Principal Investigator for the project; David Beer (dwbeer@uchicago.edu) directs the DBTA; and Cheryl Moran (cgmoran@uchicago.edu) directs the support for the mathematics coaches. Other project partners include Mary Jo Tavormina of CPS's Office of Mathematics and Science and Xavier Botana of the Office of NCLB Accountability.

The University of Chicago’s In-School Support Team launched this newsletter as a communication tool for ISICs, teachers, principals, area coaches, and ISST members.

CEMSE's Jeanne Century, Molly Rudnick, and Cassie Freeman have an article in the Fall issue of Science Educator. Science Educator is a peer-reviewed journal published by the National Science Education Leadership Association. The article builds off of CEMSE's NSF funded project that focuses on developing measures for fidelity of implementation of instructional materials. The authors propose an approach to adapting the conceptual framework underlying the fidelity work and applying it to create a model for studying the roles and impacts of various science specialist models. You can view the article here: Accumulating Knowledge on Elementary Science Specialists: A Strategy for Building Conceptual Clarity and Sharing Findings

“This year some of the most exciting scientific discoveries at the University of Chicago…will be made by kids”

CEMSE has begun its second year helping to improve mathematics achievement at 10 Chicago public elementary schools that are undergoing restructuring mandated by the No Child Left Behind Act (NCLB). CEMSE is providing in-school support to full time Mathematics In-School Instructional Coaches (MISICS) in each of the ten schools and also Data-Based Technical Assistance (DBTA) to leaders in the 10 schools and Chicago Public Schools (CPS) administrators.

The Illinois Board of Higher Education has awarded the University a grant to support work in three Professional Development Schools, two University charter schools (North Kenwood / Oakland and Donoghue) and the National Teachers Academy, a neighborhood school operated by the Chicago Public Schools (CPS). The annually renewable grant, totaling approximately $1 million over three years, will enable CEMSE and the Center for Urban School Improvement to work closely with the three Professional Development Schools (PDSs) to strengthen mathematics and science instruction. A key goal of the project will be to disseminate its effects beyond the PDSs, first to a network of six CPS partnership schools and then across the entire CPS. Tim Knowles of the Center for Urban School Improvement (USI) is Principal Investigator and CEMSE’s Debbie Leslie (daleslie@uchicago.edu) is Project Director. See the project synopsis for further details.