Umbrella Partnerships: How the MSP Investment Can Build Enduring Capacity for the Ongoing Improvement of Math and Science Education
Authors: Kasi Allen Fuller, Mark St. John

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2. Claims Examined
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There are two cornerstone claims that we wish to explore and elaborate during our presentation.

  1. The overarching AMSP "umbrella partnership" has strategically fostered working collaborations within and across IHEs as well as K-12 districts that can effectively initiate local improvement of mathematics and science education in isolated rural regions.

The capacities that result from these smaller partnerships are numerous, widespread, and potentially enduring. They are not limited to schools and districts, but extend to university faculty and administrators. The organizational structure of the umbrella partnership, which includes roles for outreach professors and regional program coordinators, has contributed substantially to the generation of these local, targeted partnerships. In addition, the AMSP's Partnership Enhancement Program (PEP) has provided a mechanism for allocating resources in the support of local work aligned with the goals and benchmarks of the larger initiative.

  1. The net result of the AMSP's commitment to honoring and building on indigenous expertise has been to advance the regional capacity to engage in continuing efforts to improve mathematics and science education.

The AMSP is the culmination of a series of NSF investments in the Appalachian region. As a result, while there may be minimal pre-existing capacity for improving math and science education, there is indeed some that has been built over time. The AMSP has strategically sought out this local expertise and supported the development of targeted partnerships designed to address local needs within the framework of larger AMSP benchmarks and goals. This process not only demonstrates respect for knowledge of regional educators but also gives participating districts and IHEs more ownership in the AMSP work. Examples of the types of capacities that have been cultivated using this strategy include:

  • A shared vision of high quality math and science teaching and learning that applies to grades K-16 and is communicated broadly throughout the region.

  • Improved data-based decision-making skills on the part of schools and districts as well as IHEs and their faculty.

  • Working partnerships between K-12 schools districts and IHE faculty for the purposes of math and science improvement.