Promoting Rigorous Outcomes in Mathematics and Science Education (PROM/SE), a Mathematics and Science Partnership (MSP) is funded by NSF Cooperative Agreement EHR0314866) to stimulate systemic curricular reform through the use of evidence based activities. Baseline data were used to create a comprehensive portrait of a school district's mathematics and science curriculum in support of teachers', curriculum experts', and administrators' development of evidence-based plans to improve student learning in mathematics and the sciences.
To improve achievement for all children, the theory of change articulated by PROM/SE is to determine: what students know in science and mathematics, what is expected of students based on the standards, what content teachers actually cover when teaching the subject, and then focus PROM/SE professional development efforts to build on all three components.
The tri-partite model of curriculum has been employed in many studies sponsored by the International Association for the Evaluation of Educational Achievement (IEA) since the First International Mathematics Study (1960s) (Travers & Westbury, 1989). It provides the conceptual basis for the instruments used in PROM/SE. The IEA tri-partite curriculum model defines three instantiations of the curriculum: the Intended - what a system intends students to study and learn; the Implemented - what teachers cover in classrooms; and the Attained - what learning is demonstrated by students. Using these instruments allows us a clear window on what is happening with respect to mathematics and science within a district and enables teachers, curriculum experts, and administrators to construct informed plans to improve student learning in mathematics and science.