Research shows that teacher quality is the single most powerful influence on student learning. Yet many teachers do not feel well prepared to implement standards-based mathematics education with the diverse groups of students found in general education classrooms, including students with disabilities and students with different capabilities and needs. As a result, mathematics achievement data often show large performance gaps between students with and without disabilities.
EDC is collaborating with Bank Street College of Education and other partners to implement, test, and refine strategies for regionally expanding their Math for All professional development program in a variety of settings and with diverse high-need populations in Illinois. The project is designed to build local capacity and infrastructure to support the sustainability and continued expansion of the program after this project ends.
Math for All has been demonstrated to positively impact teachers’ knowledge, beliefs, and classroom practices and to also improve students’ performance on mathematics achievement tests. The project team is carrying out the following activities to support the sustainability, spread, and shift to local ownership of Math for All:
- Train local staff developers and teacher leaders as facilitators of the program
- Include school leaders in the professional learning for facilitators and teachers to ensure buy-in and schoolwide implementation of the program
- Integrate Math for All into existing professional learning structures that are part of teachers’ regular work schedules
- The project will prepare 120 local facilitators to lead Math for All professional learning—supporting over 600 teachers in personalizing rigorous mathematics instruction to improve the mathematics achievement of 12,000 students
- Findings from the project will advance knowledge of the program’s effectiveness in a variety of settings and for diverse student populations, as well as provide new insight into the cost-effectiveness of the program
Bank Street College of Education, Deacon Hill Research Associates, Abt Associates, Teachers College, Columbia University, Chicago Public Schools, Regional Office of Education #47