During the 2003-2004 school year, Providence Public School District (PPSD) launched a district-wide effort to reform their science instructional program based on coherent curricula, inquiry-based learning, literacy connections, and on-going professional development, beginning with middle school. The promising topic initially identified for the case study was helping evaluate the implementation and efficacy of the new instructional guidance system. Such a study could examine district-wide reform efforts at the middle-school level and assess which components contribute most to improved teaching and learning.
