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Improving Student Mathematics Performance in Three Distinct Middle Schools: Technical Report of Year 1 Implementation

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Title: Improving Student Mathematics Performance in Three Distinct Middle Schools: Technical Report of Year 1 Implementation
Language: English
Authors: Jayanthi, Madhavi, Schumacher, Robin, Wavell, Samantha, Dimino, Joseph, Gersten, Russell, Instructional Research Group (IRG)
Source: Instructional Research Group. 2022.
Availability: Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
Peer Reviewed: N
Page Count: 45
Publication Date: 2022
Sponsoring Agency: Department of Education (ED)
Contract Number: DRLH326M170003
Document Type: Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Mathematics Achievement, Middle School Students, Intervention, Algebra, Learning Disabilities, Mathematics Instruction, Faculty Development, Mathematics Teachers, Curriculum Implementation, Instructional Effectiveness
Abstract: This implementation project focused on supporting teachers who provide mathematics instruction and/or intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). The research team worked with three schools, over three years. Instructional delivery differed across schools, primarily in setting and amount of time students received mathematics instruction. Given these various contexts, the project provided job-embedded professional development to support each school's implementation of the three key features of the project: using evidence-based curricula, using evidence-based practices, and responsive coaching. By focusing middle school intervention on algebraic reasoning--which requires a strong understanding of rational numbers, variables, and equivalence--students with MLD and MD made gains across the school year that were comparable to their peers. However, the gains were not enough to close the achievement gap between students with MLD and MD and students who are on grade-level. Given the three-year implementation of this project included two years of altered instruction due to COVID-19 restrictions, it is encouraging that students with MLD and MD made gains that were comparable to their peers. The project worked with eight teachers across the three schools and found variability among their implementation and how they preferred to work with the research team. From an implementation science perspective, one year of implementing a new innovation is likely insufficient to fully build capacity in teachers to sustain the practices learned from the JEPD. However, teachers indicated that they learned many new things related to teaching students with MLD and MD through the JEPD, which is encouraging.
Abstractor: ERIC
Entry Date: 2023
Accession Number: ED628300
Database: ERIC
FullText Text:
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  Data: Improving Student Mathematics Performance in Three Distinct Middle Schools: Technical Report of Year 1 Implementation
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  Data: <searchLink fieldCode="SO" term="%22Instructional+Research+Group%22"><i>Instructional Research Group</i></searchLink>. 2022.
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  Data: Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
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  Data: 45
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  Data: 2022
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This implementation project focused on supporting teachers who provide mathematics instruction and/or intervention to students with mathematics learning disabilities (MLD) and mathematics difficulties (MD). The research team worked with three schools, over three years. Instructional delivery differed across schools, primarily in setting and amount of time students received mathematics instruction. Given these various contexts, the project provided job-embedded professional development to support each school's implementation of the three key features of the project: using evidence-based curricula, using evidence-based practices, and responsive coaching. By focusing middle school intervention on algebraic reasoning--which requires a strong understanding of rational numbers, variables, and equivalence--students with MLD and MD made gains across the school year that were comparable to their peers. However, the gains were not enough to close the achievement gap between students with MLD and MD and students who are on grade-level. Given the three-year implementation of this project included two years of altered instruction due to COVID-19 restrictions, it is encouraging that students with MLD and MD made gains that were comparable to their peers. The project worked with eight teachers across the three schools and found variability among their implementation and how they preferred to work with the research team. From an implementation science perspective, one year of implementing a new innovation is likely insufficient to fully build capacity in teachers to sustain the practices learned from the JEPD. However, teachers indicated that they learned many new things related to teaching students with MLD and MD through the JEPD, which is encouraging.
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  Data: ED628300
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      – Text: English
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        PageCount: 45
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      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Intervention
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      – SubjectFull: Algebra
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      – SubjectFull: Learning Disabilities
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Faculty Development
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      – SubjectFull: Mathematics Teachers
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: Instructional Effectiveness
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      – TitleFull: Improving Student Mathematics Performance in Three Distinct Middle Schools: Technical Report of Year 1 Implementation
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