Project

=**Project**=

Social Action, Is Blueprint for Reform enough?

My interest of/in __the public school education system__ compels me to participate in a //Social Action// project because I recognize that I can contribute to the cause or improvement of __Pennsylvania's Department of Education.__ During the time of my social action project I want to collaborate with __PA Department of Education's No Child Left Behind department at 717-265-7655__ because __talking to representatives at the PA Dept of Education specialized in the No Child Left Behind Act will reveal the current trends in AYP and the future of the public school system.__ __Additionally, I must coordinate with Principal Hackney to understand how STHS has been effected by No Child Left Behind and Superintendent Royer who will reveal how the district plans on meeting state and national standards.__ __A third party important to contact is Arne Duncan, secretary of education, because by talking to man who creates policy, I will be able to better understand the impact of NCLB and the changes Obama plans to make.__

A.) Type responses to the project category which applies to me. I will delete the project prompts which do not apply to me.
 * Project Reflection:**

My //Social Action// project was an attempt to change __the Pennsylvania Department of Education's implementation of the STEM initiative__ because __college students are not majoring in computer science and engineering, and it is the public school system's fault__. I recognized that __education reform__ was an issue for __every public school student across the country, along with parents and faculty members__. I desired to impact/influence/change the people of __the Pennsylvania Department of Education__ because __by implementing a more advanced version of STEM standards, Pennsylvania can become the keystone state in education reform__. I __completed a proposal to the Pennsylvania Department of Education__ to change their circumstances. I think I was effectve/ineffective because __my proposal includes credible references including the Pennsylvania Association of Computer Science Educators__. In order to be more successful/effective with this social action, I suggest to anyone else attempting to effect the issue of __education reform__ should do __more to pressure lawmakers__ to be succcessful with impacting the situation.

B.) I am happy with my project because __I was able to create a proposal with no previous experience and I truly feel that my proposal can help change the public education system.__

C.) Describe how the execution of one element/aspect of the project (internship, community service, social action, product development) had been a challenge to plan/organize for me. __Because I had never before composed a formal proposal, it was hard to organize which parts I should start first.__

D.) Explain why planning/organizing with foresight is an essential element for success as it pertains to this course. __Because this course is designed similar to that of a college-level thesis course, students must work on their own to complete comprehensive tasks which involve much more time than that allotted during class.__

E.) Prioritize the skills of listening, reading and speaking in decreasing order of importance as essential elements for my success with this course. Explain why each is ranked in front or behind of the other skills. __Firstly, reading is the most important because many of the directions can be somewhat confusing if they are not fully understand. Secondly, speaking because the cumulative project is an oral presentation. And lastly, listening, because, although listening is an important skill, reading allows most of the listening to be ignored.__

F.) Identify at least one technology-related skill, understanding or ability I developed/learned/gained during the course. Explain why it is of value to me. __More knowledge of online video/slideshow programs to use during presentations, this will aide me in presentations in the future because I now know that presentations do not have to be 20 minutes of straight talking.__

G.) I wish I would have changed __my initial planning__ about my process regarding the project because __I originally planned on forming a bill, however, I learned through my research that the correct way to go about such a task is to first compose a formal proposal before a bill is composed.__

H.) I recommend to all future seniors of Senior Seminar that they should __contact community leaders promptly__ to make their lives easier and develop an acceptable quality course project.

Proposal Progress: ** Addressing the STEM Initiative in Pennsylvania Public Schools **

A proposal for the redevelopment of the STEM initiative and the Pennsylvania Department of Education’s implementation of the Reauthorized Elementary and Secondary Education Act.

Mr. David H. Canfield Springfield Township High School

Mrs. Tammy Pirmann Project Mentor

Mr. Dallas Alexander Project Supervisor


 * ABSTRACT**

Over the past fifty years, the world of science and technology has drastically changed. The factory workers of yesterday have become the computer scientists of today. However, the vast majority of these scientists are from Asia, and until the United States defines its education of science, technology, engineering, and mathematics in public schools, this statistic will not change. Through a standards-based system, technology and engineering must be incorporated into the curriculum at the high school level in Pennsylvania. Recently, Pennsylvania has assessed math and science on statewide standardized tests, however, all four subjects need to receive attention. Rather than the standardization of math and science, all four areas of STEM need to focus on creating new standards and accountability, linking research to classroom practice, increasing classroom resources, and strengthening professional development. This process begins with a computer science requirement at the high school level, and can result in the transformation of the American public education system into a worldwide leader.

**TABLE OF CONTENTS**
 * I. INTRODUCTION 4**


 * II. PROJECT GOALS AND OBJECTIVES 5**


 * III. ABILITY OF PENNSYLVANIA TO UNDERTAKE PROJECT 6**


 * IV. PLAN OF ACTION, METHODOLOGY, AND DESIGN 7**


 * V. CURRENT AND PENDING SUPPORT 8**


 * VI. EVALUATION 9**


 * VII. REFERENCES 10**


 * I. INTRODUCTION**

Signed into law in January 2002, the No Child Left Behind act has ruled the public education system for the last decade. By implementing programs to standardize curricula, control federal funding, and measure progress, the national government reinserted its hand into the public education system. Focused on narrowing the gap between white and minority students, the Act’s principles forced schools to have stronger accountability for results, gave greater flexibility to school districts in the use of federal funds, gave parents of children from disadvantaged backgrounds more choices, and emphasized teaching methods demonstrated to work. However, in its execution, No Child Left Behind did not deliver its anticipated results, and instead left many educators questioning its effectiveness. In response, in his second year in office President Obama reauthorized the Elementary and Secondary Education Act, known commonly as the “Blueprint for Reform.” Focused on correcting the problems of No Child Left Behind, the reauthorized Act puts a larger focus on science, technology, and mathematics, allowing the country to move forward in its technological revolution. However, the implementation of this focus has been disappointing and if the Pennsylvania Department of Education does not redevelop its STEM initiative, the Act may not have its desired results.

As proposed to Congress by Jeffrey J. Kuenzi and prepared by the Congressional Research Service, science, technology, engineering, and mathematics must be incorporated into the national curriculum to assure proficiency at the secondary school level (Kuenzi 1). The program was adopted into law in 2008 on the national level and Pennsylvania has already incorporated these standards into the state curriculum. However, the STEM standards adopted by Pennsylvania can be improved, and the following proposal seeks to enhance the implementation of STEM in the state curriculum.


 * II. PROJECT GOALS AND OBJECTIVES**

1. Introduce the initiative known as STEM currently executed by the Pennsylvania Department of Education 2. Research and evaluate STEM at a national and local level 3. Contact representatives of the Pennsylvania Department of Education and receive the STEM system’s standards 4. Analyze the Pennsylvania Department of Education’s STEM priorities 5. Enhance the standards while utilizing sophisticated secondary sources published by educational professionals


 * III. ABILITY OF PENNSYLVANIA TO UNDERTAKE PROJECT**

Currently, the Pennsylvania Department of Education has implemented a system which focuses strongly on mathematics and science. This program also seeks to offer a rigorous course of study in mathematics, the sciences, technology, and engineering. Because these goals already exist, they can easily be reorganized. For example, the “Science It’s Elementary” program receives annual funding of $13.6 million, and this number would remain the same if the system of instruction was changed to also incorporate technology. Therefore, Pennsylvania can easily undertake a redevelopment of the STEM initiative.


 * IV. PLAN OF ACTION, METHODOLOGY, AND DESIGN**

Throughout America today, more than 57 percent of post-doctoral engineering students are foreign citizens and enrollment in undergraduate degree programs in computer sciences is more than 50 percent less than it was five years ago (“Reshaping Mathematics, Science, and NCLB”). This is our problem/quandary: Why are American students not selecting majors in the fields of computer science and engineering? Believe it or not, the country which revolutionized the technology industry during the past fifty years will be far behind Asia by the end of 2010, where more than 90 percent of all scientists and engineers will be living (“Reshaping Mathematics, Science, and NCLB”). Statistics like these influence how several STEM (Science Technology Engineering and Mathematics) initiative bills on the national level are implemented. However, programs like STEM in Pennsylvania are not improving the problem of American college students selecting science and technology majors. STEM involves the subjects of science, technology, engineering, and mathematics, yet the standardization movement in Pennsylvania public schools has prioritized general science and general mathematics courses without encouraging or emphasizing technology and engineering to our future workforce citizens. It is in every elected, government representative’s interest and ability to introduce enhanced programs focused on technology and engineering education which will genuinely improve student interest in majoring in computer science and engineering.

During the 1950s, the American public education system experienced its first significant overhaul since the time of Horace Mann in the 19th century (over 12 decades without needed change), the National Defense Act of 1958. This reform bill specified science and technology as necessary items in secondary school curricula. In response, public schools across the country introduced woodshop and other “trade” classes into their curricula in order to promote technology and engineering. Years later, the National Commission of Excellence in Education published //A Nation at Risk// in 1983, which stated that the public school system was not adequately preparing children with skills needed to effectively participate in a technological work force. In execution, the plan of this document overemphasized the teaching of science without creating an environment for students to learn technology based skills. . The standardization movement in public schools today seeks to standardize math, science, and language arts curricula. These standards, like those in Pennsylvania, strengthen the public education system. However, in practice, these standards limit the creativity of teachers and turn instruction into “teaching to the test.” This phrase refers to the recent trend across the country to teach only the material which is tested on statewide standardized assessments once per school year. Additionally, the goals which the standards movement promotes have not been achieved. In a study conducted by //Education Week//, four variables accounted for 89% of differences in state scores on standardized achievement tests: number of parents living at home, parents’ educational backgrounds, type of community, and poverty rate (Kohn). Furthermore, these statistics only reflect the results of math and language arts instruction. These statistics fail to include how students are not learning technology and engineering in public schools. The disregard to observe technology education in public schools can be indicative of how students (and consequently our country) are falling further behind when compared at the international level. In order to implement effective change, the initiative of examining technology education can (and should) be at the state and local level; therefore, Pennsylvania students and consequently American students are not left behind.

On February 15, 2010, the STEM Education Coalition submitted a letter to the President’s Council of Advisors on Science and Technology in an effort to rework policies related to STEM education. Many of their suggestions have yet to be incorporated on the national level. Due to this lack of incorporation, Pennsylvania can take the monumental steps to reinvent and implement STEM education in its public schools. The most important step in introducing new STEM programs is defining “engineering and technology education.” The Coalition is correct when it cites this phrase to a curriculum and instruction which uses “technology as a way of teaching innovation using an engineering design and context” (STEM Education Coalition). Additionally, the phrase means incorporating a curriculum which develops an understanding of technology by introducing the use of various resources into the classroom. Finally, the Coalition points out that instruction in engineering and technology must develop “proficiency in abstract ideas and in problem-solving techniques” (STEM Education Coalition). Through a computer science requirement for graduation, these ideas can be properly incorporated. Only when the Coalition’s suggestions are implemented by Pennsylvania, will the Commonwealth clearly define its commitment to technology and engineering education.

The Commonwealth of Pennsylvania wants to be a leader in all realms of education. The key to enhancing the public school system lays within the STEM Education Coalition standards. Education ranks among the top 55 industries in the United States. The Department of Labor reports that it places last in its incorporation of technology (“Reshaping Mathematics, Science, and NCLB”). Without exposure to the technologies used by the preceding 54 industries, how does the gateway industry (Education) introduce its learners to experiences which expose them to a realm of career possibilities in technology and engineering? Computer science education must be a major component within the STEM program. Currently in Pennsylvania, computer science is under the Vocational Computer Technology department, which primarily serves to prepare students for business based careers. Until computer science is incorporated into school curricula as math and science are, student preparation will continue to be stifled. All four areas of STEM should be progressively merged so that they will eventually maintain equal emphasis on creating improved standards and accountability. This progressive merger will involve linking research to classroom practice, increasing and/or diversifying classroom resources, and strengthening professional development for educators. This educational reform in the Commonwealth of Pennsylvania will allow the public education system to breed a generation of innovative thinkers who are internationally competitive.


 * V. CURRENT AND PENDING SUPPORT**

With the need to reform STEM education comes much support, stemming from organizations across the United States committed to improving the public education system. The STEM Education Coalition, for instance, supports nearly every measure outlined in this proposal. Another group, the Philadelphia Area Computer Science Educators, a local chapter of Computer Science Teachers Association, advocates an increase in the instruction of computer science throughout all grade levels. On a larger spectrum, thousands of educators and administrators across the country admit that No Child Left Behind is failing, and their demands for improvement have influenced much of what is outlined in this proposal. For these reasons, the Pennsylvania Department of Education cannot go wrong in redeveloping Pennsylvania’s STEM initiative.


 * VI. EVALUATION**

Evaluating the success of the redeveloped STEM initiative will rely on both assessments and teacher qualifications. The first step in evaluating a school district’s implementation of STEM begins with a comparison of the school’s STEM standards against the state’s standards. If the district’s standards do not implement technology and engineering into the curriculum, the school must reconfigure their STEM program. It is essential that all schools implement computer science into the curriculum. Computer science must become the new woodshop or home economics, and all students must obtain skills which will aid them in a STEM-based career. At the core of this proposal is the fact that students are not pursing STEM-based majors at the college level, and by evaluating the percentage of students who graduate with a STEM-based certification, the proposal’s success can be measured. Evaluating a redeveloped STEM system will not be easy, but its success is essential to America’s success in the future.


 * VII. REFERENCES**

CurrTech Integrations. Curriculum Differentiation. //Reshaping Mathematics, Science, and NCLB//. 2009. PDF file. “Education.” //Issues//. The White House, 2010. Web. 29 Mar. 2010. . Kohn, Alfie. “Standardized Testing and Its Victims.” //Education Week// (Sept. 2000): n. pag. Web. 23 Feb. 2010. . Morton, Todd. “Fixing US STEM education is possible, but will take money.” //ars technica//. Condé Nast Digital, 19 Mar. 2010. Web. 19 Apr. 2010. . STEM Education Coalition. Letter. 15 Feb. 2010. //Comment to PCAST//. N.p.: n.p., n.d. N. pag. //Microsoft Word// file. United States. Congressional Research Service. //CRS Report for Congress//. By Jeffrey J Kuenzi. March 21, 2008. PDF file. - - -. Department of Education. //A Blueprint for Reform: The Reauthorization of the Elementary// //and Secondary Education Act//. March 2010. PDF file. - - -. - - -. “Competition Priorities - STEM.” //Race to the Top Application for Phase 2 Funding//. 2010. 171-173. //Microsoft Word// file.

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a.) I am happy with my progress with my project because... __I have successfully contacted several individuals which have outlined possible steps to take for my project.__

b.) As I have been progressing with the first three goals of my project I want to change __the lack of clarity in terms of dates__ about my process in order to complete my stated project because __I have been unsure regarding the time line thus far which has caused me confusion, I must now move forward with the project at my own pace.__

c.) 4-15-10 I have continued with my habits of __completing goals on time and staying on top of dates__ since they have also helped me be successful with the aspects of __time management and preparation__ for my project.

d.) Thus far, a picture is not needed for my social action project, which is the completion of a proposal to the PA Department of Education explaining that the STEM initiative does not adequately solve the standardization issue and does not pay enough attention to technology. I have emailed the STEM COO, annotated and highlighted national STEM initiative proposals and the laws currently under effect by Blueprint for Reform and the PA STEM program. I will eventually send this proposal to the PA Department of Education for revision.

One goal:Organize Blueprint for Reform document provided by Mrs. Pirmann Task for goal One: See selected pages annotated in notebook for April 5, 2010 Second goal: Organize questions for meeting on Friday at 10am with Mrs. Rohrbach. Task for goal Two: See selected questions in notebook for today. Third goal: Type and send email to Arne Duncan at arne.duncan@ed.gov for information regarding new testing plans. Task for goal Three: See email in notebook for today. Fourth goal:Synthesize notes from meetings with Rohrbach and Hackney. Task for goal Four: See typed notes in notebook for today. Fifth goal: Examine bill format from Youth in Government member. Task for goal Five: See bill format in notebook for today.

1. PROJECT Copy then paste “Project” information from my Wiki Home Page over the lines below: __Project__ = My interest of/in __the public school education system__ compels me to participate in a // Social Action // project because I recognize that I can contribute to the cause or improvement of __Pennsylvania's Department of Education.__ During the time of my social action project I want to collaborate with __PA Department of Education's No Child Left Behind department at 717-265-7655__ because __talking to representatives at the PA Dept of Education specialized in the No Child Left Behind Act will reveal the current trends in AYP and the future of the public school system.__ __Additionally, I must coordinate with Principal Hackney to understand how STHS has been effected by No Child Left Behind and Superintendent Royer who will reveal how the district plans on meeting state and national standards.__ __A third party important to contact is Arne Duncan, secretary of education, because by talking to man who creates policy, I will be able to better understand the impact of NCLB and the changes Obama plans to make.__

2. CONTACT Identify at least two individuals by name (and following information) with who I will communicate to organize my project. I may not wait to hear back from the individuals with who I correspond. This is my project and I am responsible for its successful completion. I must employ tactics to complete my project.

Contact Name & Title: Principal Otis Hackney, STHS E-mail address: otis_hackney@sdst.org Telephone Number: 215-233-6030 x 2002 Date(s) of contact: March 10, 2010 Purpose for contact: Understand STHS’ past PSSA results and discuss impact NCLB has had on STHS, see additional notes in notebook dated 3-8-10

Contact Name & Title: Carol Rohrbach, School District Curriculum Director E-mail address: carol_rohrbach@sdst.org Telephone Number: 215-233-6000 x 2226 Date(s) of contact: Contacted on April 7, 2010, meeting scheduled for April 9, 2010 at 10am Purpose for contact: Understand how NCLB has changed the curriculum at a district level and understand specifics on high school’s new plan for PSSA graduation requirement

Contact Name & Title: Peggy Zehner, Youth and Government Coordinator, STHS E-mail address: peggy_zehner@sdst.org Telephone Number: 215-233-6030 Date(s) of contact: Plan to contact on April 8, 2010 Purpose for contact: Receive proper bill format for project bill completion

Contact Name & Title: PA Department of Education's No Child Left Behind department E-mail address: not given at http://www.education.state.pa.us/portal/server.pt/community/department_information/7203/contact_us/510955 Telephone Number: 717-265-7655 Date(s) of contact: Plan to contact by April 16, 2010 Purpose for contact: Notify Department of bill sending, goals, mission, etc and possibly receive assistance.

3. TIMELINE Internship or Community Service: Identify the dates and times I will be on site (to complete my hours). Social Action or Product Development: Identify the dates & times I will be completing the goals for each step. April 7, 2010 through April 16, 2010: finalize background information, organize research and be prepared to begin initial stages of bill, contact PA Dept of Edu informing them of initial mission April 17, 2010 through April 23, 2010: complete bill to PA Dept of Edu regarding necessary elements for change in PA curriculum

April 24, 2010 through April 30, 2010: fine-tune bill, prepare for sending to PA Dept of Edu

May 1, 2010 through May 4, 2010: send bill

May 7, 2010: Project completed for class

4. PURPOSE/GOAL Internship or Community Service: Identify the purpose of each visit corresponding to each date along my timeline. Social Action or Product Development: Identify the goals for each step and corresponding date along my timeline. (See goals above under timeline information)
 * Please note, at this time I do not feel I can make exact goals, however, by Class Meeting # 26 exact topic will be narrowed