• We have found that elementary school teachers in the DC Public Schools want and need professional development that is rich in science and mathematics content, practical so that it can be done in their classrooms, and intensive. Our reputation has grown during the six years of CASE so that teachers know about the program from their colleagues and principals want their schools involved. With the new grant from HHMI and NSF funds we will be focusing on 15 DCPS elementary schools to establish science and mathematics programs based on the DCPS Standards for Teaching and Learning and integrate technology.
• We have developed a group of mentor teachers, teachers who attended the CASE Summer Institutes and excelled both in the program and in their classroom. These teachers return to CASE as part of the teaching staff and are an example to their colleagues of excellence, in spite of the difficulties. We envision that the mentor teachers will assume leadership positions in science and mathematics at their schools. Some already have.
• A partnership, DC ACTS, exists between the Carnegie Institution of Washington, the AAAS, and the DC Public Schools. NSF is finalizing the agreement and we will begin a three year pilot project with a limited number of elementary, middle, junior high and high schools to increase the achievement in science and mathemtaics of the students at these schools. The success of CASE in working with teachers at individual schools has been key to this partnership.

• We have struggled with funding since the end of the initial NSF grant to CASE, December 1993-December 1998. Although everyone seems to agree that CASE is an excellent program questions about the crisis in the DC Public Schools result in doubts about funding anything related to the schools. We are committed to working with the teachers because the children are in their classrooms trying to learn.
• (short report. period)

• (see prev. reports)
• (see prev. reports)
• (see prev. reports)

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