It is better to enact great curriculum than to author it—and yet too often we're really scared to push curriculum in leadership. We think we have to develop our own. 

Michael Lach - Director of STEM Education and Strategic Initiatives at UChicago STEM Education and the Urban Education Institute of the University of Chicago

evidence from our users

Dr. Stan Hill, NC

At the midpoint review of the district Urban Systemic Initiative program, SEPUP students outperformed their non-SEPUP peers.

Jeanette Bartley, IL

District-wide performance (% students scoring proficient or better) on the Illinois State Achievement Test (ISAT) increased from 47.6 in 2003 to 60.6 in 2006.   

Wendy Jackson PhD, IL

State test scores for middle grade science increased by 5.6 points - the largest gain for any grade and subject.

Heather Maciejewski, NY

Student passing rate on the State Regents Exam grew over three years from 86%, to 94% to 100%. 

Virginia Rehberg, WA

Student pass rates on the science portion of the Washington State High School Proficiency Exam improved from 23% to 44%.

Prof. John Settlage, CT

Stamford 8th graders were performing slightly below the state average. Since adoption, performance has gradually increased such they are now performing above the 70th percentile ... compared to ALL Connecticut schools.

Reform programs perform better

Data literacy in EDC Earth Science

Research on Reform-Based Practices & Our Programs

Inquiry as an Organizing Theme for Science Curricula

This book chapter, by Ronald Anderson, can be found in Handbook of Research on Science Education (edited by Sandra Abell and Norman Lederman, 2007, pp. 807-830) traces the use of inquiry as a theme of science education curriculum improvement efforts since the launch of Sputnik in the late 1950s.  This is a concise summary of the use of inquiry in science curriculum development, with a good bibliography, and provides a good background when read in conjunction with the article on goals for the science curriculum, immediately following.

Research on Goals for the Science Curriculum

This book chapter, by Rodger Bybee and George DeBoer (in Handbook of Research on Science Teaching and Learning, edited by Dorothy Gabel, 1994), provides a historical perspective on the goals of science education in the United States, with emphasis on subsequent changes in structure and function of science curricula. Written in the early 1990s and noteworthy for its anticipation of the changes associated with the release of the National Science Education Standards, the chapter also has an excellent bibliography.

    Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

    In a meta meta-analysis of 844 studies (over 243,000 students), Hattie (2009) found that reform science programs outperformed traditional programs (2592 effects, d = 0.40). The highest effects came from enhanced content strategies (relating topics to previous experience or engaging student interest, d= 1.48; collaborative learning strategies, d = 0.67; inquiry strategies, d = 0.65; assessment strategies, d = 0.51; and use of technology, d = 0.48).  (Full citation:  Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Hattie, John C.  Routledge, London & New York, 2009)

    Science and Sustainability: Evaluation of integration of science concepts with global issues

    The purpose of this study was to examine the extent of integration in principle and in practice and is based on documentary analysis of the Science and Sustainability high school program from SEPUP. This study includes a detailed analysis of a succession of evaluation questionnaires to teachers at field test centers used for the development of SEPUP's high school program.

    This paper provides an excellent summary of the relevant research base for the underlying pedagogical approach used in the SEPUP programs, and is an excellent reference for interested readers.

    Summary of Research Findings About SEPUP

    This document summarizes the research findings on the various science programs developed by SEPUP.

    True or False?

    Students perform better after using reform-based curricula compared to traditional curricula.
    True
    False
    Answer: True

    In a meta meta-analysis of 844 studies (over 243,000 students), Hattie (2009) found that reform science programs outperformed traditional programs (2592 effects, d = 0.40). The highest effects came from enhanced content strategies (relating topics to previous experience or engaging student interest). Source.

    Answer: True

    In a meta meta-analysis of 844 studies (over 243,000 students), Hattie (2009) found that reform science programs outperformed traditional programs (2592 effects, d = 0.40). The highest effects came from enhanced content strategies (relating topics to previous experience or engaging student interest). Source.