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Closing the Achievement Gap through Professional Development Partnerships Jane Gawronski, Steve Klass, & Nadine Bezuk NCSM 2008 Conference
Overview of Today’s Session n n n Welcome and introductions Overview of our work Description of our partnerships Factors in developing successful partnerships Impact of our work on student achievement and teacher practice Questions and discussion
Overview of Our Work n n n Improving Student Achievement in Mathematics (ISAM) is funded by a gift to SDSU from Qualcomm Inc since 2000. ISAM’s goal is to improve students’ mathematics achievement by providing professional development to K-12 teachers. We provide professional development through partnerships with local school districts and by offering the Mathematics Specialist Certificate Program.
Characteristics of Our Professional Development Blends content and pedagogy n Accountable for teacher growth and increased student achievement n Links to classroom practice n Embeds equity n Sustained over time n
Forming Partnerships n n What are the district’s needs related to mathematics? Collaboratively plan: n n n Goals Nature of the PD Delivery model Calendar Teacher participation Memorandum of Understanding
Examine the District’s Needs n n n n Improve student achievement (as measured by state-wide standardized tests) Improve student success in algebra Increase student participation in higher-level mathematics courses Increase teacher effectiveness Help teachers meet NCLB requirements Establish a culture of mathematics Enhance math vocabulary, basic facts
Mission of the SUHSD/SDSU Math Professional Development Partnership To improve students’ understanding of and achievement in algebra in order for students to pass the CAHSEE and successfully complete algebra requirements for graduation, with special populations experiencing similar success.
ISAM Partnerships District Began Focus San Diego 2000 Math Specialist Certificate Program, K - 6 City Heights 2004 Math Specialist Certificate Program, K - 6 Ramona 2005 Developing math specialists, gr. 4 - 6 Lemon Grove 2005 All K-5 teachers, starting with K-2 Sweetwater 2005 Algebra I success (middle and HS) Grossmont 2007 Alternative education math program Cajon Valley 2007 Grades 6 - 8 algebra success Oceanside 2007 Grades K - 5, CGI & CGI Leaders
Number of Teachers and Students Served Teachers Served First year (2000 - 01) Current year (2007 - 08) Sinception (2000 - 08) Students Served (est. ) Number of Partnerships 32 2, 880 1 706 39, 700 8 2, 261 204, 400 8
Challenges n How to maximize teacher participation n Money--for stipends, subs, materials Communication n n Year-round calendars result in short summer breaks for teachers Between university, school district, principals, teachers Melding professional development and coursework/earning university credit for professional development
How We Measure Impact n Teacher growth: Content and pedagogy n n Quantitative and anecdotal data Student achievement n n Gains on CST Matched-pairs analysis n n Students of participating teachers vs. nonparticipating teachers Success on High School Exit Exam
Partnership Results n San Diego Unified School District n Upper-elementary students taught mathematics by a teacher who completed our program scored significantly higher on the California Standards Test (CST) than students whose teachers did not participate in our program. n Students in lower API schools were impacted greater than students in higher API schools n Focus Schools’ gains greater than district gains
Gains in SDUSD Focus Schools’ Achievement
Partnership Results n Sweetwater Union High School District n n More tenth-graders passed the mathematics portion of the California High School Exit Exam (CAHSEE) than ever before in the district. The passing rate for Sweetwater Hispanic/Latino students was 74% as compared to 66% statewide Passing Rates 2004 -05 2005 -06 2006 -07 Sweetwater 61% 57% 78% State 63% 59% 76%
Partnership Results n Ramona Unified School District Students’ scores on the CST increased. n Anecdotal data, district reported: Incoming seventh-graders were better prepared for algebra. n
Other Effects of Our Work Balboa Elementary School was named as the 2007 Intel School of Distinction in Elementary School Mathematics, the only elementary school in the nation to receive this recognition.
Comments from Participants “Our. . . partnership has been extraordinary. The administration and professors have provided ontarget leadership, adjusted program details according to our needs, and provided excellent professional development--exactly in the manner in which we co-designed it. Early evidence indicates that our teachers are becoming more effective in their math instruction and that kids are experiencing greater mathematical success. ” --Bob Graeff, Asst. Superintendent, Ramona USD