{'fraction_non_alphanumeric': 0.024401913875598084, 'fraction_numerical': 0.010047846889952153, 'mean_word_length': 5.678913738019169, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Science and Mathematics, Schools and Universities: Natural Partners

Connecting science to mathematics content, in-service education to classroom practice and instruction to assessment strategies are keys to strengthening and enhancing learning at all levels of education. These links are critically important to improving mathematics and science achievement throughout this country's K-12 educational system. To promote that objective, the National Council of Teachers of Mathematics (NCTM), the National Science Teacher's Association (NSTA), the American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) have produced documents such as the Principles and Standards for School Mathematics ( NCTM, 2000), Benchmarks for Science Literacy (AAAS, 1993) and Everybody Counts (NRC, 1990). These publications focus on building conceptual foundations of content knowledge through opportunities for hands-on inquiry, critical thinking and problem solving situations. Support for these reform-based initiatives is evident in the state of Missouri, which has linked this national vision to the state's K-12 mathematics and science educational objectives in the form of the Show Me Standards and Curriculum Frameworks (DESE, 1996). This article describes the purpose, implementation and results of a staff development program funded during the summer of 1998 and continuing into the 1998-1999 school year in several St. Louis area school districts. Entitled "Science and Mathematics Assessment Rethought for Today's Schools," (SMARTS), the project was made possible with state Eisenhower Funds awarded to the University of Missouri-Saint Louis and collaborating districts in a competitive grant process. As a result, kindergarten through sixth grade teachers participated in a yearlong project designed to improve upon classroom teachers' knowledge in and implementation of integrating mathematics and science instruction. Alternative assessment strategies were also a major focus of the program. PLANNING THE PROJECT College of Education faculty members from the University of Missouri-St. Louis met with teachers and administrators from three St. Louis area school districts during the 1998-99 school year to design a mathematics and science education staff development program. Planning was based upon the results of an instructional needs assessment survey distributed to teachers in the participating school districts. Faculty identified academic topics/areas that posed the most difficulty for their students. Standardized scores on district and state mathematics and science exams were additional sources of guidance in the planning process. SMARTS was then proposed, based upon evaluation of the data as well as the survey results and district, state and national educational objectives. Upon notification of state funding, the university project directors visited with all teachers in the collaborating school districts to describe the project and recruit teachers who were invited to complete an interest form. The respondents, a self-selected group, were those most clearly interested in extending their knowledge of instructional strategies and reform-based science and mathematics education. PROJECT DESCRIPTION Components of the project included a summer course during which teachers met to learn and discuss instructional and assessment strategies, and school year follow-up inservice sessions concentrating on implementation, classroom visits and team teaching by participants and the directors. Continual teacher interaction throughout the school year was critical to maintaining enthusiasm and providing a forum for considering issues related to effective strategies and student results. As such, the program's over-all design is described in Table 1. SMARTS began with a two and one-half week summer seminar held at the university. To insure instructional relevance, teachers enrolled for either of two education courses, "Advanced Methods in Teaching and Assessing Science/Mathematics in the Elementary School: Grades K-2" and "Advanced Methods in Teaching and Assessing Science/Mathematics in the Elementary School: Grades 3-6. …