College Ready in Mathematics and Physics Partnership
The College Ready (CR) in Mathematics and Physics Partnership is funded by the National Science Foundation (NSF). The project is administered through the University of Arkansas, Fayetteville. The partnership includes 38 school districts in Arkansas and Oklahoma. The overarching goal of CR is to impact the successful transition of students from high school to college, and facilitate students’ progress in attaining baccalaureate degrees. Ultimately CR will demonstrate an impact on student outcomes through decreases in college remediation rates in mathematics, increases in student proficiency scores on state assessments, increased numbers of students enrolling in AP mathematics and physics courses, increased number of students scoring 3 or better on AP exams, and increased graduation and college-bound rates.
Arkansas Mathematics Science Partnership (MSP)
In January 2002, the No Child Left Behind Act of 2011 (NCLB) became law. Title II, Part B of this legislation authorized the MSP competitive grant program. The purpose of the MSP is to increase the academic achievement of students in mathematics and science by enhancing the subject matter knowledge and teaching skills of classroom teachers. Partnerships between high-need school districts and the science, technology, engineering, and mathematics (STEM) faculty in institutions of higher education (IHE) are at the core of these improvement efforts. The U.S. Department of Education awards funds to the Arkansas Department of Education which are passed out to successful proposals submitted by Arkansas institutions of higher education, school districts, or nonprofit organizations that have formed partnerships which focus on the improvement of mathematics and/or science instruction in grades K-12.
Recent Prior Evaluation Projects
Springdale, Arkansas Public Schools
The Extended Year Learning Program, Westwood Elementary
The Extended Year Learning Program was an effort of Westwood Elementary School to remove academic barriers and to help children develop their creative, intellectual and interpersonal skills. The program included year-round after-school activities. Extending the school day is believed to help prevent crime, juvenile delinquency, and violent victimization, as well as improve academic achievement, reduce grade retention, and increase school attendance.
International Baccalaureate Primary Years Program
The International Baccalaureate Primary Years Program (PYP) was designed for students aged 3 to 12. It focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside. It is a framework guided by six interdisciplinary themes of global significance, explored using knowledge and skills derived from six subjects, as well as interdisciplinary skills, with a powerful emphasis on inquiry. The PYP addresses students’ academic, social and emotional well-being; encourages students to develop independence and to take responsibility for their own learning; supports students’ efforts to gain understanding of the world and to function comfortably within it; and helps students establish personal values as a foundation upon which international-mindedness will develop and flourish.
The Middle Level Scholars Program
The Middle Level Scholars Program (MLSP) was designed to address the academic, social and behavioral needs of students who are at risk of dropping out of school before graduation. MLSP has three components; extended school day, extended school year, and extended curriculum. It is believed that students who stay connected have a better chance.
Spanish Enrichment Program
Since the 1960′s, studies have shown that the best time to begin the study of a foreign language is in elementary school. Because children at this age show better mental flexibility, more creativity, divergent thinking skills, and improved listening and memory skills, kids are more apt to acquire language early on. Additionally, early exposure affords children more years to be immersed in the language. The Springdale School District instituted programs for Spanish language development at five of its 16 elementary schools.
The New Arrival Center
The New Arrival Center (NAC) was an intensive, half-day language class that teaches English Language Learners (ELL) students to understand, speak, and write in English. The NAC also provides students the necessary academic and social skills necessary to complete the integration program in a six to twelve