HOW URBAN DISTRICTS HAVE ACHIEVED SUSTAINABILITY IN IMPROVING MATHEMATICS TEACHING AND LEARNING Dr. Anne M. Collins Lesley University
May 24, 2015
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
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
y
Univ
ersity
aco
llin8
@le
sley.e
du
STRUCTURE OF INSTRUCTIONAL TEAMS
Lead Instructor 2 – 5 other members
Supporting Instructors Facilitators Student Facilitators
Dr A
nne M
. Collin
s Lesle
y
Univ
ersity
aco
llin8
@le
sley.e
du
“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
nne M
. Collin
s Lesle
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
nne M
. Collin
s Lesle
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
du
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
s Lesle
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
nne M
. Collin
s Lesle
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
y
Univ
ersity
aco
llin8
@le
sley.e
du
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
ersity
aco
llin8
@le
sley.e
du
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
ersity
aco
llin8
@le
sley.e
du
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
du
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
du
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
y
Univ
ersity
aco
llin8
@le
sley.e
du
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: [email protected]
Dr A
nne M
. Collin
s Lesle
y
Univ
ersity
aco
llin8
@le
sley.e
du
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