Journal for Research in Mathematics Education · 2006 · 60 citations · 28 references
EducationMathematicsMathematics EducationEducation ReformMathematics InstructionSecondary Mathematics EducationAchievement StandardsAchievement TestingMathematics InterventionStudent Achievement AnalysisTeacher Professional DevelopmentEffect SizeMathematics Achievement GapsMathematics Professional DevelopmentMathematics Program EvaluationSustained Professional DevelopmentTalent Development SystemsTeacher Support SystemsTiered Support Systems
This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent Development (TD) Middle School Model's mathematics program that combines coherent research-based instructional materials from the University of Chicago School Mathematics Project with a multi-tiered teacher support system of sustained professional development and in-class coaching. A moderate level of implementation was achieved. TD students outperformed students from control schools on multiple measures of achievement. The average effect size, A, by the end of middle school was .24.
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