Science Education Reform for All (SERA): Report and Project
Mon, 10 Mar 1997 15:26:44 -0400

Peter Donahoe@RBS
03/10/97 03:26 PM

FYI, from AAAS...

---------------------- Forwarded by Peter Donahoe/RBS on 03/10/97 03:20 PM

Science Education Reform for All (SERA): A Look at How State Departments
of Education are Infusing Equity and Excellence into
PreK-12 Systemic Reform

Yolanda S. George & Virginia V. Van Horne
American Association for the Advancement of Science
Washington, DC

As states work to ensure that all students reach
challenging academic standards through their schooling
and out-of-school supports, they must give special
attention to those groups of students who historically
have received inadequate educational opportunities. No
where is this more important than in the curriculum
areas of science, mathematics, and technology, those
"tough" courses that are so essential for every student
to master if she or he is to be appropriately prepared
for the challenges of the 21st century. This report,
"Science Education Reform for All (SERA): A Look at How
State Departments of Education are Infusing Equity and
Excellence into PreK-12 Systemic Reform," provides
essential guidance for state leaders as they undertake
efforts to enable low-income, minority, disabled,
limited English proficient, and female students to be
fully engaged in science, mathematics, and technology

The report grows out of the American Association for the
Advancement of Science (AAAS) SERA Project, intended to
develop a technical assistance program for state
departments of education or state education agencies.
The program would ensure that the benefits of
science/mathematics education reform efforts would
accrue equally to all students, particularly low-income
minority students and inner-city students. Specific SERA activities

* Encouraging chief state school officers and district
superintendents to coordinate the planning and
implementation of science, mathematics, and technology
(SMT) education; U.S. Department of Education programs;
and other reform efforts.

* Encouraging leaders of professional development
programs for teachers to rethink their approaches to
these programs, approaches that include SMT content,
pedagogy, and assessment training coupled with equity
and diversity training.

* Conducting strategy sessions with the leaders and
policymakers of systemic reform efforts about science
and mathematics education equity issues.

* Encouraging state education agencies and school
districts to create a cadre of change agents in
community-based organizations, i.e., knowledgeable
individuals who can play a role in education reform and
restructuring, particularly as it relates to SMT for
children in low-income communities, especially
minorities, girls, and those with disabilities.

Copies of the report, "Science Education Reform for
All," are available for $4.00; contact Nathan Bell,
American Association for the Advancement of Science,
Directorate for Education and Human Resources Programs,
1200 New York Avenue, NW, Washington, DC 20005-3290,
(202) 326-7019, Fax: (202) 371-9849, e-mail at . For more information about the SERA
Project, contact Virginia Van Horne at AAAS, (202)

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