Education (MISE) engages in rigorous program evaluation. This evaluation measures changes in student performance and participation, instructional practice, school culture, and district policy with respect to science learning and teaching.
Evaluation is both formative and summative so that the results can be used to support ongoing program improvement as well as to measure program impact. The plan is administered by nationally-respected evaluation organizations, the Consortium for Policy Research in Education (CPRE) and Horizon Research, Inc. (HRI).
These reports document the implementation of past MISE programs and assess their impact on districts, schools, classrooms, and students. Evaluators observed classrooms; conducted interviews with teachers, instructional leaders, and district personnel; surveyed teachers; developed case studies of schools; and examined student achievement data in order to provide feedback on the progress of MISE programs.
At the core of MISE's work is the Partnership for Systemic Change (the Partnership), a collaboration among MISE and seven school districts: Elizabeth, Hillside, Linden, Newark, Rahway and Readington Township in New Jersey and North Penn in Pennsylvania. The Partnership supports each district in creating its own professional community, building capacity to support the continuous improvement of teaching, and aligning its policies and resources with a shared vision of good practice.
- Systemic Reform in Practice: Merck Institute for Science Education, CPRE , March 2003
- The Merck Institute for Science Education: A Successful Intermediary for Education Reform, Tom Corcoran, CPRE Research Report Series RR-052, March 2003
- Changing District Culture and Capacity: The Impact of the Merck Institute for Science Education Partnership, Tom Corcoran & Nancy Lawrence, CPRE Research Report Series RR-054, November 2003
- Getting It Right: The Merck Institute of Science Education Approach to Professional Development, Tom Corcoran, Siobhan McVay & Kate Riordan, CPRE Research Report Series RR-055, December 2003
- Teacher Leadership as a Strategy for Instructional Improvement: The Case of the Merck Institute for Science Education, Kate Riordan, CPRE Research Report Series RR-053, March 2003
In 2003 the National Science Foundation awarded a six-year Math and Science Partnership program grant to the Consortium for Achievement in Mathematics and Science (CAMS), a partnership among The Merck Institute for Science Education (MISE); the New Jersey school districts of Elizabeth, Hillside, Linden and Rahway; Kean University; and the Educational Testing Service. The goal of this program was to enhance middle school mathematics and science education in four New Jersey school districts and to serve as a model for similar efforts nationwide.
CAMS was recently featured in Designing for sustainability: Lessons learned about deepening teacher content knowledge from four cases in NSF's Math and Science Partnership program, a cross-case analysis of the decisions of National Science Foundation Math Science Partnership project leaders that contributed to the sustainability of their work in deepening teacher content knowledge:
• The Consortium for Achievement in Mathematics and Science
HRI also prepared three capstone reports at the conclusion of CAMS:
• A Focus on Teaching for Understanding: The Work of the Consortium for Achievement in Mathematics and Science
• Building a Culture of Evidence in Mathematics and Science Education Reform: Walking the Talk
• Content Coaching for Improved mathematics and Science Instruction: The CAMS Coaching Model
The Inquiry Based Science and Technology Education Program (IN-STEP) was a three-year education initiative launched in Phang-Na, Thailand as an outgrowth of Merck's support to the tsunami-affected area. The program is now coordinated by the Institute for the Promotion of Teaching Science and Technology (IPST) and the Thai Ministry of Education, and is currently being implemented in seven provinces throughout Thailand. Download reports:
• IN-STEP: The Evaluation of the First Year
• Report on the Progress of the IN-STEP Pilot Program 2008-09