As originally proposed to NSF in April of 2002, the “System-wide Change for All Learners and Educators” (SCALE) Math Science Partnership does not rely upon an external evaluator. Instead, four lines of evaluation were proposed and pursued by a separate team for each: a) Building a Partnership under the leadership of Susan Millar, District Case studies under the leadership of Bill Clune, Targeted Studies originally under the leadership of Norman Webb and later replaced by Bruce King, and still later replaced by Eric Osthoff and Adam Gamoran and b) Indicators directed by Norman Webb and more recently joined by Jeff Watson.

The System-wide Change for All Learners and Educators Project (SCALE) was funded during the first round of MSP awards. It was recognized that the SCALE plan, as proposed, was complex, challenging and creative. The question in the minds of all was "How could an MSP so diverse with regard to types and sizes of school districts and IHE entities, geographic spread, and so ambitious in its goals, succeed?”

Students' performance on annual math and science assessments improved in almost every age group when their schools were involved in a program that partners K-12 teachers with their colleagues in higher education. While an earlier study tracked schools that began work in the first year of the National Science Foundation's (NSF) Math and Science Partnership program (MSP), the most recent study followed more than 300 schools participating in partnerships that began to be funded during the program's second year.

The Math and Science Partnership (MSP) Program at the National Science Foundation (NSF) promotes the development, implementation, and sustainability of exemplary partnerships to advance high-quality math and science education. The MSP Program anticipates that the partnerships will be instrumental in improving K-12 student achievement, as well as reducing achievement gaps among diverse student populations differentiated by race/ethnicity, socioeconomic status, gender, or disability, a strategy advocated by Haycock et al. (1992). The importance of being partnership driven with science, technology, engineering, and math (STEM) faculty engagement is apparent not only from the name of the program, but also in the National Science Foundation's (NSF's) decision to include it as one of the five "key features" of the program." To prepare for an assessment of MSP partnerships and to examine the start-up and implementation phase, this report provides "an overview of the relevant literature on partnerships, beginning with the basic and most noted definitions of partnerships, integrated with a discussion about the development of an evaluation framework.

The RETA component of the MSP portfolio is intended to enhance the capacity of the other types of projects, help them to achieve their goals, and contribute to the development and dissemination of the knowledge base necessary to achieve sustained educational reform. As part of the overall Management Information System (MIS) developed for the MSP program by Westat, an online survey of RETA principal investigators (PIs) was designed to obtain information regarding each RETA's activities during the 2003-2004 school year. The PIs of all of the 18 RETAs operating during the requisite timeframe completed the survey. The results of that survey, as well as certain responses obtained from some RETA-related questions that were included on the Annual Project Survey for Comprehensive and Targeted Projects completed by the MSP PIs, are summarized in this report.

Presentation related to Terry Millar's role as a STEM disciplinary faculty member on SCALE and that of other STEM faculty in the SCALE Partnership.

The U.S. Department of Education (ED) in collaboration with the National Science Foundation (NSF) hosted a STEM Summit in Washington, D.C., on December 11-12, 2007.

In this study I examine preservice teachers’ conceptions of mathematical proof in the context of evaluating student work. Although previous studies have examined teacher conceptions of proof, few have specifically focused on the effect the context has on teachers’ conceptions. In this study the preservice teachers’ conceptions of proof shifted when they moved from describing proof in the abstract to evaluating student work. The importance of establishing the validity of a claim and understanding new mathematics dropped when considering student work, while the finding of a solution took on greater importance. This indicates that pre- and in-service teachers’ conceptions of proof in the context of teaching may warrant additional attention by researchers and teacher educators.