|Project Name:||Women in Numerus (WIN)|
|Project Contact:||Maria V. Balderrama Ph.D., (909) 537-5664|
|Mailing Address:||University Enterprises Corporation at CSUSB|
5500 University Parkway
San Bernardino, CA 92407
A Partnership Project between California State University, San Bernardino and Bloomington Middle School, Colton Joint Unified School District, California.
The Equity Gap at Bloomington Middle School. English learners are one of the populations most affected by high stakes testing, with only 5% of English Learners at Bloomington Middle School scoring Proficient or above on the California's Standardized Test (CST). There are approximately 116 female students in grades 7 and 8. Data indicate that half of these female students are scoring in the two lowest bands (FBB and BB) in mathematics.
Project WIN's goals are to improve mathematics achievement of approximately 25 female, English learners at Bloomington Middle School by providing them with instructional support, enhance their sense of self-efficacy, personal development, and career awareness. Family involvement and commitment to Project WIN activities are critical elements. Selected mathematics teachers and English language development teachers participate in on-going professional development grounded in research principles that lead to long-term sustained development of instructional strategies and collegial relationships. Administrative leadership builds Project WIN's equity infrastructure through their participation and collaborative in program activities, their support of teacher development and evaluation requirements.Project Outcomes: There are several outcomes that are anticipated from this project and are related to its goals. Project WIN will
- Positively increase the student achievement and sense of self-efficacy of low income, middle school English learners by improving their grades and scores in mathematics and English-language proficiency tests.
- Increase teachers’ mathematical pedagogical knowledge and to teach mathematics to female English learners by supporting professional development, including the use of assessment, progress monitoring and building professional communities.
- Establish systemic change through administrative leadership that supports a culture of all students being math able, giving English learners access to mathematics and algebra classes, involvement with teachers and staff in building professional development communities.