William Penuel ^1* Tiffany Neill ² Todd Campbell ³

• ¹ Institute of Cognitive Science, University of Colorado Boulder, Boulder, Colorado, United States
• ² University of Washington, Seattle, Washington, United States
• ³ University of Connecticut, Storrs, Connecticut, United States

Introduction: This study explored the potential of developing a working theory of improvement to create a more equitable system of science education at the level of a US state. A working theory is a provisional model for guiding improvement efforts. We ask: How can tools from a long-term research-practice partnership support a state team in initiating improvement research toward promoting a more equitable system of science education? Methods: This design study took place in winter 2024 in a single state. External partners supported leaders in a northeastern US state in articulating aims, specifying primary and secondary drivers, and identifying change strategies to promote a more equitable science education system, grounded in A Framework for K-12 Science Education (National Research Council, 2012). We rely on descriptive analyses of joint meetings and a focus group with state leaders to describe tools supporting the process, the team’s use of these tools to draft the Driver Diagram, and issues surfaced while developing it with state interest holders. Results: Two meanings of equity emerged as significant: the importance of universal access to professional learning and the importance of culturally relevant instruction for students. Issues highlighted the need for infrastructures to support professional learning across diverse stakeholders in science education, including teachers, school and district leaders. Curriculum materials connecting to students’ lives and community priorities were seen as key drivers for equitable change, around which professional learning activities should be organized. The team identified several policy changes needed to implement strategies, though members felt they lacked authority over some changes. Discussion: Where past researchers observed equity fading as a focus during reform implementation, this study found that developing an aim statement and driver diagram helped energize and refocus implementation efforts toward ensuring all students engage in meaningful, culturally and locally relevant science learning.