mathematics and science partnerships program improving math and science achievement in...

Mathematics and Science Partnerships Program

Improving Math and Science Achievement in Low-Performing, High-Poverty Schools:

Implications for Professional DevelopmentDr. Jackie Jackson

Director

Student Achievement, School Accountability

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Title I Performance Data

According to the 2003-04 Performance Report:

95,726 public schools were identified for improvement.

Of which, 78% were Title I schools.

Schools most commonly missed AYP for the achievement of all students, and or multiple subgroups in 2003-04.

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Title I Performance Data

33% percent of identified schools did not meet achievement targets

54% did not make the target in mathematics

64% of schools that missed AYP did so in reading, and 58% missed AYP in mathematics

42% missed AYP in both subject areas

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2005 National Assessment of Educational Progress (NAEP) Results

Math scores for White, Black, and Hispanic fourth and eight grade students were higher than any assessment year.

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Why Are We Concerned? Only 36% of 4th graders are proficient in mathematics

30% of 8th graders are proficient

College instructors estimated that 425 of their students were unprepared to succeed in college

US. Employers estimated that 39% of recent high school graduates are unprepared for the expectations of entry-level jobs

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The Low-Performing, High-Poverty Challenge

Percentage of 12th Grade Students At Below Basic Skill Levels

Subject All Students Title I Schools Free & Reduced

Lunch

Reading 23 40 43

Writing 22 38 36

Math 31 75 60

Civics 35 61 58

Science 53 81 72

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Characteristics of Low-Performing High-Poverty Schools

What do they look like?

Crumbling out-of-date facilities. Minimal use of technology. Have many teachers with emergency credentials or

teaching outside their area of expertise. Many are not safe or drug-free

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Characteristics of Low-Performing, High-Poverty Schools

Spending per pupil is about ½ the amount spent for students in low-poverty schools.

Students likely to be taught by a teacher who did not meet major or minor academic course requirements.

Many of the teachers in low-performing, high-poverty schools move on to higher performing schools, low-poverty schools after a few years.

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Characteristics of High-performing, Low-Poverty Schools

Schools and staff support the belief that all students can and will learn.

Ongoing assessment in the school and classrooms allows teachers to individualize instruction for students.

Aligning curriculum with instruction and assessment provides teachers with a successful system.

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Characteristics of High-performing, Low-Poverty Schools

School leadership promotes a collaborative model with teachers involved in decision-making.

Teachers collaborate across grade levels and curriculum areas to ensure that teachers and students receive the support they need.

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Characteristics of High-performing, Low-Poverty Schools

Classrooms with highly qualified teachers enable students to succeed.

Parental and family involvement in a child’s education positively affects student achievement.

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The Role of Professional Development in Meeting the low-performing, High-Poverty

Challenge

The Glenn Commission’s report, “Before it’s Too Late” concludes that the only way to improve mathematics and science instruction is through meaningful staff development.

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The Role of Professional Development in Meeting the low-performing, High-Poverty

Challenge

Professional development efforts must have these outcomes:

Build teacher knowledge and skills.

Increase the focus and rigor of the mathematics and science content taught to every student.

Increase the ability of teachers to measure the mathematics and science achievement of every student.

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The Role of Professional Development in Meeting the low-performing, High-Poverty

Challenge

Increase learning time for mathematics and science.

Motivate students to learn.

Enable parents and communities to support mathematics and science achievement.

Enhance leadership for mathematics and science initiatives.

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This requires teachers to:

Structure material

Ask questions that focus on higher-order thinking

Build upon student’s ideas

Probe students’ thinking about content

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Research shows that . . .

Long-term professional development focused on the content of classes teachers teach, and on how students learn that content, is the most effective model of professional development.

Florida Summit on Mathematics and Science Education Bulletin

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What Can Be Done to Change Outcomes?

1. Teachers must possess a deep understanding of mathematics, inclusive of and beyond the mathematics they are expected to teach their students.

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What Can Be Done to Change Outcomes?

2. Teachers musts be able to teach challenging mathematics everyday in a manner that leads all students to proficiency in mathematics.

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What Can Be Done to Change Outcomes?

3. Students must learn how to exhibit a strong and persistent effort to learn challenging mathematics.

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What Can Be Done to Change Outcomes?

4. Teachers must know how to use assessment (both formative and summative) effectively to deepen understanding of mathematical strengths and needs of their students and to improve daily instruction.

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What Can Be Done to Change Outcomes?

5. Teachers must be able to reflect on their practice individually and with their colleagues in a manner that results in the continuous improvement of mathematics and science teaching and learning.

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In closing . . .

Students can’t learn what they have never been taught.

Teachers can’t teach what they do not know or understand.

Students can’t execute higher order thinking skills if they are not exposed to conceptually advanced and rigorous content.

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Thank you.