| Session Title: Evaluating Math Science Partnership Projects in New York State: Finding Evidence and Documenting Results |
| Multipaper Session 819 to be held in the Granite Room Section A on Saturday, Nov 8, 8:00 AM to 9:30 AM |
| Sponsored by the Pre-K - 12 Educational Evaluation TIG |
| Chair(s): |
| Dianna Newman, University at Albany - State University of New York, dnewman@uamail.albany.edu |
| Abstract: The US Education Math Science Partnership (MSP) program seeks to bridge the gap between current and expected content, pedagogy and student outcomes in math and science education. As federal and state priorities shift and funding increases, the evaluation component of this initiative has become increasingly important. This multi-paper presentation explores the evaluation methodologies proven to be successful in documenting local and statewide MSP programs and highlights "end of project" findings. The MSP grants discussed in this session assume that successful professional development empowers teachers with knowledge and skills to create an effective classroom environment, thus facilitating the transfer of learning. Evaluators focus not only on the professional development and student outcomes but also on the process by which teachers transferred the new skills and knowledge to the classroom. Additionally, insights are gleaned from assessing student work, thus making strong connections between teachers' practices and student performance. |
| Finding Evidence For Math Science Initiatives |
| Kathy Gullie, University at Albany - State University of New York, kp9854@albany.edu |
| Dianna Newman, University at Albany - State University of New York, dnewman@uamail.albany.edu |
| Evaluators of a Federally funded Math Science Partnership grant will present quasi-experimental methods and findings related to identifying ways to document evidence that meet GPRA indicators for federal and state agencies and address how to develop a plan that facilitates finding evidence of success. The goal MSP Partnerships is to foster student improvement in math by improving teacher knowledge of math content and math pedagogy. Teachers receive 60 hours of professional development from grant and district related resources, based on the assumption that successful professional development empowers teachers with knowledge and skills to create effective classroom environments. These papers investigate this transfer of learning while looking at the intermediate and integrated functions of teaching math. Analysis of student work and its relationship to grant initiated professional development and student academic achievement will be discussed. Evaluators will present findings highlighting student academic achievement on individual student folders, on local report cards, district and state tests. |
| Teacher Professional Development and Student Math Achievement: Results from Two Large-Scale Grants |
| Anna Valtcheva, University at Albany - State University of New York, avaltcheva@gmail.com |
| Kristina Mycek, University at Albany - State University of New York, km1042@albany.edu |
| In this age of accountability, educators are urged to meet the requirements of the No Child Left Behind (NCLB) Act that targets improvement in students' achievement while closing the racial achievement gap. In attempts to attain these goals, school districts across the country have initiated numerous programs to provide teachers with additional training. The purpose of this paper is to present the results of a study investigating the relationship between teachers' level of involvement in professional development offerings and students' mathematics achievement. Hierarchical linear modeling (HLM) data was analyzed and collected as part of a multi-phase mixed method evaluation process of a Math Science Partnership (MSP) Initiative. This program focuses on the enhancement of student outcomes in higher-level mathematics and science achievement in large urban settings as well as at-risk rural and small city schools. Results pertaining to students with special needs and Limited English Proficiency (LEP) will be discussed. |
| Addressing Gaps in Evaluation: Balancing Priorities |
| Amy Germuth, Compass Consulting Group LLC, agermuth@mindspring.com |
| Math Science Partnerships operate under a relatively simple logic model. The model for such partnership is that teacher professional development that emphasizes content and pedagogical skills in tandem should result in changes in teachers' knowledge and practice, thus benefiting students as evidenced by increased achievement. Despite this simple model, few evaluations have adequately addressed these different components; especially transfer of learning, the most critical component. As the state-level evaluators for MSP programs in New York Compass has worked with multiple partners, including the USED to address such gaps in evaluations. Compass will share their lessons learned about potential evaluation models and instruments that may promote better understanding of MSPs and their potential outcomes, and will speak to the need to balance federal, state and USED priorities when conducting such evaluations. |