Spotlight on Student Achievement: Analyses of Statewide Assessment Data in Math in Common Districts
Description
This report documents the uneven math gains made by Math in Common (MiC) districts, schools, and students, by analyzing the patterns of those gains, which range from outperforming statewide trends to more moderate growth.
The MiC initiative, funded by the S. D. Bechtel, Jr. Foundation, aimed to support 10 California districts in implementing the Common Core State Standards in Mathematics (CCSS-M) and improving mathematics teaching and learning in grades K–8. This report is part of a six-part series summarizing key findings from the five-year initiative.
With several years of data available from the California Assessment of Student Performance and Progress (CAASPP, administered since 2015), trends in student achievement scores are emerging. Across the state, the progress of student CAASPP achievement in mathematics since 2015 is slow and lags behind student achievement in English language arts. Statewide achievement data for English learners, and for some other California student subpopulations, have been particularly disappointing.
While progress in student achievement in the MiC districts has been slow, there are some promising signs to share with the field.
Download this report and the Evaluation Brief to learn more.
Read the entire series of summative evaluation reports and the Executive Summary at WestEd.org/mic-summative-evaluation-reports.
Resource Details
Product Information
Copyright: 2019Format: PDF
Pages: 36
Publisher: WestEd
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Roadblocks and Routes: Professional Development in Math in Common Districts
This report describes some of the more common roadblocks that Math in Common 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.
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Understanding Complex Instructional Change: Classroom Observations of Math in Common Districts
This report describes how teachers participating in the Math in Common initiative made significant shifts in their instruction to help students master the Common Core State Standards in Mathematics.
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Developing Principals' Instructional Leadership in Math in Common Districts
This report describes the approaches that Math in Common (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.
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