HOW URBAN DISTRICTS HAVE ACHIEVED SUSTAINABILITY IN IMPROVING MATHEMATICS TEACHING AND LEARNINGDr. Anne M. CollinsLesley University

NINE MATHEMATICS CONTENT COURSES

o Constructing Understanding Number & Operationso Number Theoryo Constructing Understanding Functions & Algebra Io Constructing Understanding Functions & Algebra IIo Geometry & Measurement I o Geometry & Measurement II o Introduction to Statistics & Probabilityo Data Analysiso Conceptual Calculuso Formative Assessmento Diversity in the Mathematics Classroom

Dr A

nne M

. Collin

s Lesle

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Univ

ersity

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@le

sley.e

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PROGRAM HISTORY

Initiated by Dr. Ken Gross of VMI

Included 5 urban districts

Partnered with 3 universities

Funded by Title IIA and Title IIB

Initiated by Dr Anne Collins of Lesley U

Included 5 urban districts and 1 cohort from Rhode Island

Funded by Title IIB

2003 - 2006 2006 - 2009

Dr A

nne M

. Collin

s Lesle

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Univ

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PROGRAM GOALS:

Increase the number of ‘highly qualified’ teachers in the targeted districts

Increase breadth and depth of mathematics knowledge of participating teachers

Provide districts with teachers who can serve as resources to other teachers in the district

To transfer mathematics content to the classroom and deepen children‘s understanding of mathematics.

Dr A

nne M

. Collin

s Lesle

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Univ

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@le

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STRUCTURE OF INSTRUCTIONAL TEAMS

Lead Instructor 2 – 5 other members

Supporting Instructors Facilitators Student Facilitators

Dr A

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Univ

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“The instructors are all top notch … The environment provides learning opportunities for individuals and groups in a relaxing, yet invigorating way.”

Maureen SplaineGrades 1-6, Saugus

COURSE EXPECTATIONS

45 contact hours Teachers work in groups on deep mathematical

problems Teachers report out multiple solutions All work supported by table facilitators

20 follow-up hours Classroom implementation Summative assessment

Dr A

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Univ

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Comparisons of Control vs. Treatment groups within cohorts of students

Treatment groups at the grade 4 level gained substantially more than their control peers

Grade 4 Treatment students out performed their Control teachers’ students

All differences at grade 4 are statistically significant

Dr A

nne M

. Collin

s Lesle

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Univ

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@le

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STUDENT ACHIEVEMENT ELEMENTARY SCHOOL MATHEMATICSDISTRICTS WHICH COMPLETED THE PROGRAM

District

Control Group Treatment Group

%Profici

ent2004

%Profici

ent2006

Change

%Profici

ent2004

%Profici

ent2006

Change

1 23 32 +9 24 37 +13

2 36 40 +4 41 54 +13

3 38 39 -1 31 45 +14

4 37 39 +2 39 46 +7

Dr A

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. Collin

s Lesle

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Univ

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llin8

@le

sley.e

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MIDDLE LEVEL STUDENT ACHIEVEMENT

Results are less clear than elementary Treatment group students gained in only one

district Control students lost in all of the districts This finding raises some question about the

comparability of the MCAS measure in 2006 at Grade 6

Dr A

nne M

. Collin

s Lesle

y

Univ

ersity

aco

llin8

@le

sley.e

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STUDENT ACHIEVEMENT MIDDLE SCHOOL MATHEMATICSDISTRICTS WHICH COMPLETED THE PROGRAM

District

Control Group Treatment Group

%Profici

ent2004

%Profici

ent2006

Change

%Profici

ent2004

%Profici

ent2006

Change

1 37 30 -7 24 28 +4

2 44 38 -6 38 37 -1

3 40 39 -1 36 45 +9

4 41 39 -1 37 53 +16

Dr A

nne M

. Collin

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Univ

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llin8

@le

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Year of Testing

Grade Low Income% Proficient

Others%Proficient

All Students% Proficient

Number of Students

2004 4 34 45 38 370

2006 6 34 52 41 370

Summary Performance Data from the Lesley University Data Set for RevereMathematics Testing on MCASMatched Pairs of Student Scores and Performance Levels

Dr A

nne M

. Collin

s Lesle

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Univ

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aco

llin8

@le

sley.e

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SUMMARY PERFORMANCE DATA FROM THE LESLEY UNIVERSITY DATA SET FOR REVEREMATHEMATICS TESTING ON MCASMATCHED PAIRS OF STUDENT SCORES AND PERFORMANCE LEVELSFOR PARTICIPATING AND CONTROL TEACHERS’ STUDENTS

Year of Testing

Grade Low Income% Proficient

Others%Proficient

All Students% Proficient

Number of Students

Part Cont Part Cont Part Cont

2004 4 40 29 48 48 44 37 370

2006 6 49 30 60 54 54 39 370

Dr A

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. Collin

s Lesle

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Univ

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llin8

@le

sley.e

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INTERPRETING RESULTS The proportion of students whose

teachers were participants and who are proficient exceeds that of the control groups

There remains a gap in performance for low income students of about 10 percent for 2006.

Dr A

nne M

. Collin

s Lesle

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Univ

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aco

llin8

@le

sley.e

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ACHIEVEMENT GAP DATA This gap increased very slightly for

the participating students (from an 8 point gap in 2004 to an 11 point gap in 2006) and

somewhat more for control students (from a 19 point gap in 2004 to a 24 point gap in 2006).

Dr A

nne M

. Collin

s Lesle

y

Univ

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llin8

@le

sley.e

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PROGRAM EFFECTS The program effects for low-

income students are not as clear as they are for other students in the above table.

Percent proficient is a less sensitive measure than rank differences due to differences in test forms from one year to the next.

Dr A

nne M

. Collin

s Lesle

y

Univ

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llin8

@le

sley.e

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MANN- WHITNEY TEST Mann-Whitney Test differences for

participant vs control groups significantly favor the low income participant students in 2006, Z= -2.46, P=.01.

In 2006, mean ranks for low income participant students were 135.70 and for control students, 113.17.

The mean ranks for low income participating students increased from 123.2 to 135.70 between 2004 and 2006.

Dr A

nne M

. Collin

s Lesle

y

Univ

ersity

aco

llin8

@le

sley.e

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CONCLUSIONS These data are both

statistically significant and important results.

The results underscore the point that without matching students and teachers in a quasi-experimental design we are very likely to miss program effects.

Dr A

nne M

. Collin

s Lesle

y

Univ

ersity

aco

llin8

@le

sley.e

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DISTRICT RESPONSE

“Having more than 25 Revere Public school educators involved in the MMSP program … has resulted in changes in instruction based on a deeper understanding of mathematics content.  Their involvement in this program has certainly helped in this district's quest to improve student achievement in mathematics as evidenced by the 2005 MCAS results!”

Ann Marie Costa

Dr A

nne M

. Collin

s Lesle

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Univ

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@le

sley.e

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CONTACT INFORMATION

Center for Mathematics AchievementLesley University, School of Education

Address:29 Everett StreetCambridge, MA 02138

Website: www.lesley.edu/soe/math_achievement

Phone: 617-349-8311

E-mail: mathachievement@lesley.edu

Dr A

nne M

. Collin

s Lesle

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Univ

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llin8

@le

sley.e

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UNIVERSITY CHANGE

Hired 2 core mathematicians Established a mathematics major Instituted a passport program across the

university Designed, built, and outfitted 2 new, high-

tech classrooms for mathematics instruction/labs

Initiated a CAGS in Mathematics Education Initiated a Master Degree in Mathematics

Education 1 – 8 Offer professional development workshops to

prepare pre-service teachers to pass MTEL

Dr A

nne M

. Collin

s Lesle

y

Univ

ersity

aco

llin8

@le

sley.e

du