Program Name: Howard County Advisory Committee
District: Howard County Schools
State: Maryland
Contact: Information about the initiation of this program comes from a AAAS report entitled "A System of Solutions: Every School, Every Student" available here. If you have questions about the program, please contact us or visit the Howard County Public Schools Academic Advisory Committees web page.
Brief description:
Howard County Public Schools created a committee of local residents, including those who had science backgrounds, to evaluate the content and success of their science programs.
Subject the program is most concerned with:
Science.
Part of the school system (e.g. elementary school, middle school, high school, all levels, special math/science school, etc.) the project focuses on:
Science programs at all levels.
Primary focus of the program (e.g. new curriculum, attracting or retaining teachers, classroom technology, community outreach, etc.):
This program focused on reaching out to the community, specifically the local scientific community, not as professionals, but as informed citizens who had a stake in the educational system and who could provide input which would help the district redesign their programs.
Role of the school board in implementing or supporting the program:
The Howard County School Board was very receptive to the findings and recommendations of the Advisory Committee. Their follow-through was key to ensuring that the work done by the Advisory Committee translated into real-life changes in the schools.
Story of the program:
The Howard County Public Schools undertook a review of the quality of its content offerings in science. To accomplish this, school officials sought to tap into its rich asset base: its citizens—employers, parents, and other supporters.
The design of the review was unique in that scientists from the school community played a key role in the evaluation process. Sixty-two scientists volunteered to participate in the evaluation. This group constituted the Science Review Committee and was guided by a five-member Steering Committee. The scientists were organized into seven subcommittees: elementary, middle school-biological sciences, middle school-physical sciences, high school-biological sciences, high school-physical sciences, special programs-biological sciences, and special programs-physical sciences. Each subcommittee selected a chairperson and scheduled meetings as it deemed appropriate.
Also contributing were two science consultants, one at the elementary level and one at the secondary level. In addition, program critiques were provided by administrators, science teachers, and students. These data were augmented by information collected from a random sample of parents with children enrolled in the school system and graduates from the past five years.
In the evaluation process, which began in February 1984, every public school in the County was visited. Countless hours were spent collecting and analyzing data. Program orientation meetings were held; curriculum materials perused; science classes observed (over 300 visits were made to science classrooms at all organizational levels); parents, students, and administrative and instructional staff members interviewed. In addition:
- questionnaires were answered by 190 teachers, 20 principals, 217 parents, and 170 former students;
- achievement tests were administered to 1,466 fifth graders, 1,766 eighth graders, 711 eleventh graders, 1,638 Biology I students, 1,007 Chemistry I students, and 514 Physics I students;
- attitude scales were responded to by 1, 513 fourth graders, 1,823 eighth graders, and 714 eleventh graders. These data were analyzed, findings documented, strengths and weaknesses were identified, and ways in which the program may be improved were recommended.
In many instances there was consensus among the evaluating groups as to the system-wide changes that were needed at all organizational levels to establish a county-wide exemplary science program. At other times the recommended changes were unique to a specific school level or are addressed as they relate to a specific course or program goal.
As a result, the Board supported a new elementary science supervisor. This led to a re-vamping of the elementary science program, professional development for teachers in all schools, creation of a materials center for managing distribution and refurbishment, regular science instruction for all elementary students, and improved performance by Howard Co. students comparable to the highest in the state. A science advisory committee has remained in existence for almost 20 years, serving as advocates for science education and for budget support adequate to maintain high-quality programs at all levels.