Urban Systemic Program
1999 - 2004

The El Paso Urban Systemic Program (USP) was supported by a five-year, $11.5 million National Science Foundation Grant (NSF), awarded in 1999. The El Paso Collaborative for Academic Excellence (EPCAE) administered the grant jointly for the El Paso, Ysleta, and Socorro Independent School Districts. Superintendents from each district, along with the Executive Director of EPCAE, served as Co-Principal Investigators under USP. El Paso was one of 18 US cities selected nationwide and was one of the first to receive this grant.

USP was built on the success of the Urban Systemic Initiative (USI) and was aimed at refining the successful model for promoting access to and success in challenging mathematics and science courses for all students, promoting institutionalization of the work for the long term, and continuing to engage all key stakeholders in creating a cooperative, unified system supporting all students toward high math and science achievement. The implementation strategy focused on aligning math, science and technology teaching and learning, K-16, with the aligned system being a unitary, high expectations, standards-based curriculum, instruction, and assessment program; improving the quality of the teacher workforce; and enabling a significantly greater number of students to pursue careers in mathematics, science, engineering and technology.

Throughout the period of the El Paso USP (1999-2005), the implementation of standards-based curriculum across all grade levels—strengthened by USP driven policies, use of resources, and partnerships—contributed to the gains in student outcomes in mathematics and science. Most notably, the El Paso USP:

  • Built the capacity of El Paso USP mentor teachers to assist classroom teachers in deepening conceptual understanding and addressing higher levels of cognitive demands in mathematics and science by implementing mathematics and science standards-based curriculum and instruction, aligned curriculum frameworks, and standards-driven TEXTEAMS training modules. Indeed, the number of schools implementing standards-based mathematics instruction at an intensive level more than doubled (from 52 to 105) throughout the period of the USP, while the number of schools implementing standards-based science instruction at an intensive level rose from 36 to 97.
  • Increased the number of school-based mathematics and science master teachers and supported them in deepening their knowledge of how to sustain and extend USP work in their schools. These master teachers established model standards-based classrooms, and provided training and support to colleagues in their schools, as well as within their districts.
  • Developed and implemented the El Paso USP professional development model, built on research-based principles of effective professional development and school-based learning communities which guided the professional growth of teachers throughout the El Paso USP districts. Content-Focused Coaching and Lesson Study were tools used to build teachers’ pedagogical content knowledge and improve the quality of teaching and learning in math and science.
  • Implemented El Paso USP Leadership Seminars that challenged school and districts leaders to create school cultures that encourage all stakeholders to participate in strengthening math and science teaching and learning in every classroom. Monthly seminars were provided to discuss systemic reform and school improvement efforts to benefit all students. Leaders continued to commit to leading USP efforts at their schools, and deepen their understanding of and support for standards-based instructional practices in mathematics and science.
  • Completed the development of K-16 aligned curriculum frameworks for mathematics, K-8, and for Algebra I and Algebra II. The frameworks, written in strands as outlined in NCTM’s 2000 Principles and Standards, are aligned to state and national standards, and include different levels of cognitive demand to be addressed for each topic. In science, frameworks in high school Chemistry and Physics, and K-8 science have been developed.
  • Developed and implemented policies adopted by all three districts pertaining to student enrollment in rigorous courses through the college-preparatory Recommended High School Program.
  • Strengthened partnerships with parents through the Parent Educators Network, and business, civic and community leaders through THINK COLLEGE NOW to ensure that all students are prepared for postsecondary education.

View the mathematics and science frameworks discussed above.