eric.ed.gov har udgivet: National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate… Continue Reading →
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eric.ed.gov har udgivet: Improving math achievement among U.S. students remains a high priority as results from recent math assessments continue to show room for improvement. For example, 60 percent of fourth-graders scored below the proficient level on the 2015 National Assessment of Educational Progress. On the most recent Program for International Student Assessment’s math problem-solving test, U.S. 15-year-olds outperformed students in only 6 of the 34 participating countries. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. Teachers may thus benefit from professional development (PD) that deepens their own conceptual understanding of math. Elementary school teachers may especially benefit from content-focused PD because they are less likely to formally study math in college than secondary… Continue Reading →
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eric.ed.gov har udgivet: The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, “Effects of the Kentucky Virtual Schools Hybrid Program for Algebra I on Grade 9 Student Math Achievement,” researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format Eight appendixes… Continue Reading →
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eric.ed.gov har udgivet: This report presents the results of an experiment conducted in Alabama beginning in the 2006/07 school year, to determine the effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI), which aims to improve mathematics and science achievement in the state’s K-12 schools. This study is the first randomized controlled trial testing the effectiveness of AMSTI in improving mathematics problem solving and science achievement in upper-elementary and middle schools. AMSTI is an initiative specific to Alabama and was developed and supported through state resources. An important finding is the positive and statistically significant effect of AMSTI on mathematics achievement as measured by the SAT 10 mathematics problem solving assessment administered by the state to students in grades 4-8. After one year in the program, student mathematics scores… Continue Reading →
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eric.ed.gov har udgivet: After-school programs receive federal support through the 21st Century Community Learning Centers. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. Harcourt School Publishers was selected through a competitive process to adapt its school-day materials for use in the after-school setting. “Mathletics” was developed to be engaging for students, tied to academic standards, appropriate for students from diverse economic and social backgrounds, and fairly easy for teachers to use with a small amount of preparation time. The program resulted in 49 more hours of math instruction during the school year… Continue Reading →
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eric.ed.gov har udgivet: In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study’s methodological approach. (Contains 14 tables and 5 footnotes.)[For full report, see ED544189.] Link til kilde
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eric.ed.gov har udgivet: This appendix provides the details that underlie the analyses reported in the evaluation brief, “After Two Years, Three Elementary Math Curricula Outperform a Fourth.” The details are organized in six sections: Study Curricula and Design (Section A), Data Collection (Section B), Construction of the Analysis File (Section C), Curriculum Effects on Student Math Achievement (Section D), Curriculum Implementation (Section E), and Effects of Switching Curricula (Section F). (Contains 19 footnotes, 35 tables, and 2 figures.) [For the full report, see ED544185.] Link til kilde
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eric.ed.gov har udgivet: Recent results from national and international assessments continue to show a need for improvement in math achievement among U.S. students. For example, 60 per-cent of grade 4 students scored below the proficient level on the 2015 National Assessment of Educational Progress. In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of math concepts. Teachers may benefit from professional development (PD) that strengthens their own conceptual understanding of math, particularly elementary school teachers who are less likely to formally study math in college than secondary teachers are. To date, there is limited convincing evidence on the effectiveness of intensive, content-focused PD, a gap this study intended to address. This study examined the implementation and impact of… Continue Reading →
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eric.ed.gov har udgivet: This brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students’ achievement across two years–from 1st through 2nd grades. The four curricula were (1) Investigations in Number, Data, and Space (Investigations); (2) Math Expressions; (3) Saxon Math (Saxon); and (4) Scott Foresman-Addison Wesley Mathematics (SFAW), which the developer revised and renamed enVision Math (enVision) during the study. These curricula are widely used and differ in their approaches to teaching and learning. Within districts, we randomly assigned one of the four curricula to each school that participated in the study. After one year (by the end of 1st grade), students taught with Math Expressions and Saxon… Continue Reading →
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eric.ed.gov har udgivet: Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these programs. The study separately examined the effectiveness of TFA and Teaching Fellows teachers, comparing secondary math teachers from each program with other secondary math teachers teaching the same math courses in the same schools. The study focused on secondary math because this is a subject in which schools face particular staffing difficulties. The study had two main findings, one for each program studied: (1) TFA teachers were more effective than the teachers with whom they were compared. On… Continue Reading →
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