Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools
Item
- Title
- Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools
- Abstract/Description
- Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic Initiative (CRSI) is striving to stimulate sustainable systemic improvements in science and mathematics education in school districts with a long history of low student expectations, persistent poverty, low teacher pay, and high administrator turnover. The CRSI capacity-building model is designed to address issues in rural school districts that traditionally limit the capacity for creating sustainable improvements in math and science programs. A critical action step is that each school district must sign a cooperative agreement to establish Continuous Improvement Teams (CITs) at the district and school levels. These CITs represent a fundamental system capacity-building change in how decisions are made at the school and district levels—a change that is also fundamental to creating lasting improvements in math and science education programs.
- Date
- In publication
- The Rural Educator
- Volume
- 26
- Issue
- 2
- Pages
- 6-11
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Empirical
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- ISSN
- 2643-9662
- Citation
- Blanton, R., & Harmon, H. (2005). Building Capacity for Continuous Improvement of Math and Science Education in Rural Schools. The Rural Educator, 26(2), 6–11. https://doi.org/10.35608/ruraled.v26i2.510
- Rights
- CC BY 4.0
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