philip (uri) treisman, ut austin mathematics & charles a. dana center october 31, 2002

Presentation to the Board of Public Education, Pittsburgh, PA October 24, 2002

Charles A. Dana CenterAnnual October Preservice Conference

A Focus on State and National Initiatives

Philip (Uri) Treisman, UT Austin Mathematics & Charles A. Dana Center

October 31, 2002


Grade 5 PSSA Results% of students below basic

010203040506070

ALLENTOWN

CHESTER-UPLAND SD

ERIE CITY SD

HARRISBURG CITY SD

LANCASTER SD

PHILADELPHIA CITY SD

PITTSBURGH SDREADING SD

YORK CITY SD

2001 M&G

Source: PDE website


Grade 5 PSSA Results% of students advanced

02468

101214161820

ALLENTOWN

CHESTER-UPLAND SD

ERIE CITY SD

HARRISBURG CITY SD

LANCASTER SD

PHILADELPHIA CITY SD

PITTSBURGH SDREADING SD

YORK CITY SD

2001 M&G

Source: PDE Website


Grade 4 NSMRE Results% of PPS students who met or exceeded the standard

0

10

20

30

40

50

60

70

1996 1997 1998 1999 2000 2001 2002

SkillsConceptProb Solv

1996 & 1997 cohorts had traditional curriculum, K-41998-2002 cohorts had Everyday Math, K-4


Grade 4 NSMRE Results% of students who met or exceeded the standards

0

10

20

30

40

50

60

70

80

Skills Concepts Problem Solving

All PPSNationalRhode IsVermont

PPS results are from 2002National results from 2001


Grade 4 SAT-9 Results 2001% of M&G students in each quartile

HighHigh

MiddleLow

MiddleLow

PPS 48 18 19 15

Azusa USD 25 26 23 26

California 33 23 21 23

Source: CA DOE website


Grade 4 NAEP ResultsState rank using average scale score

Year StateAll

Students

African American Hispanic White

1992

TX 18 9 12 12

CA 33 36 39 34

Number 36 36 42 42

1996

TX 6 1 6 1

CA 41 36 39 40

Number 44 37 44 44

2000

TX 5 1 1 1

CA 38 30 35 31

Number 40 30 38 40

Source: National Center for Education Statistics


1999 Third International Mathematics and Science Study: Grade 8

Average Mathematics Score Students Scoring in the Top 10%

Internationally

Students Scoring in the Top 25%

Internationally

Michigan 517 10% 33%

Texas 516 13% 37%

Indiana 515 9% 30%

Oregon 514 10% 32%

Massachusetts 513 10% 31%

Connecticut 512 11% 31%

Illinois 509 10% 29%

Pennsylvania 507 9% 28%

United States 502 9% 28%

South Carolina 502 10% 30%

North Carolina 495 7% 25%

Idaho 495 5% 24%

Maryland 495 8% 27%

Missouri 490 4% 20%


Texas State TAAS Mathematics Results

Performance gaps between economically disadvantaged and non-economically disadvantaged students in terms of

percentages of students passing TAAS.

0

5

10

15

20

25

30

1994-1996

1995-1997

1996-1998

1997-1999

1998-2000

1999-2001

2000-2002

Grade 3Grade 4Grade 5


Texas State TAAS Mathematics Results

Percent of variance of TAAS results attributable to Percent Economically disadvantaged

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

1994 1995 1996 1997 1998 1999 2000 2001

TX grade 3TX grade 5TX grade 8PA grade 5PA grade 8


ARC Center Tri-State Student Achievement Study

Research Questions

Do students who use one of the ARC curricula (Everyday Math, Investigations and Trailblazers) perform better on state mandated tests than students in matched comparison schools who use other curricula?

Were differences between those who use and those who don’t use these reform curricula consistent across gender, racial, and family income subgroups?

Source: COMAP



Data Sources

Telephone Survey

State-Mandated Tests

– Illinois: ISAT (Grades 3 and 5)Massachusetts: MCAS (Grade 4)Washington: WASL (Grade 4) & ITBS (Grade 3)

Source: COMAP


ARC Center Study Matching Variable Averages for Reform and Comparison Students

Reading Score

% White % Low SES

% Mobility

IL Grade 3 reform 165.8 74 18 13

comparison 165.9 77 18 13

Grade 5 reform 164.5 76 17 11


WA Grade 3 reform 192.1 80 2 16


Grade 4 reform 412.5 80 3 6


MA Grade 5 reform 237.0 77 10 16*

comparison 236.3 80 12 11*

* Mobility % was not used in matching



Source: COMAP



Percentile change for reform students relative to comparison students

0

1

2

3

4

5

6

ComputationGeometry

Measurement

Probability & Statistics

AlgebraTotal

All StudentsWhiteAfrican American

Source: COMAP



Research Summary

Largest such study, involved over 100,000 students from three states.

Carefully controlled for reading level, SES, race, LEP, student mobility, and school size.

Used state mandated standardized tests and one nationally normed test.

These curricula work for all students. Students in the reform group outperformed their counterparts in every SES category and racial group.

Source: COMAP

philip (uri) treisman, ut austin mathematics & charles a. dana center october 31, 2002

Documents