Discover Learnings, Best Practices, and Recommendations About Implementing the Common Core Math Standards
In 2013, the Math in Common (MiC) initiative was launched by the S. D. Bechtel, Jr. Foundation. The initiative provided generous funding to 10 diverse California school districts, gathering teams of administrators from each district to share strategies for implementing the Common Core State Standards for Mathematics (CCSS-M) in grades K–8, discuss their successes and challenges, and collaboratively work toward improving CCSS-M implementation.
The learning in MiC was about improving mathematics instruction in the era of the CCSS-M, but MiC was more than just a math initiative — it was about understanding and addressing district systems changes required to improve classroom instruction.
WestEd served as the project’s evaluator, publishing 14 formative evaluation reports throughout the initiative, and writing the suite of six summative evaluation reports gathered here.
Read the series Executive Summary.
Explores how districts participating in the MiC initiative approached the implementation of the CCSS-M differently than other California districts.
Describes how teachers participating in the MiC initiative made significant shifts in their instruction to help students master the CCSS-M.
Highlights the approaches that MiC districts took toward helping principals take ownership of math instruction and standards implementation at their sites, and profiles three MiC districts that built their principals’ instructional leadership over time.
Describes the trajectory of the MiC Community of Practice (CoP), including both its missteps and its successes, in the hope that designers or participants of other formal or informal CoPs can leverage the MiC experience and make progress more quickly in their own collaborations.
Shares some of the more common roadblocks that MiC districts faced in their early years of CCSS-M implementation, along with the routes that the districts took around those roadblocks in order to support teacher and student learning.
Documents the uneven math gains made by MiC districts, schools, and students, by analyzing the patterns of those gains, which range from outperforming statewide trends to more moderate growth. While progress in student achievement in the MiC districts has been slow, there are some promising signs to share with the field.