Impact of MSP (Math-Science Partnership)-Prepared Mathematics Specialists on Middle School Instruction and Student Success

• In Event: K-12 Student Success: Complexity in Mathematics and Science Education Research

Abstract

Purposes
In this presentation, we summarize the results of two projects funded by National Science Foundation (NSF) grants to train and study Mathematics Specialists in Virginia's elementary schools and then outline our middle level project. We describe the quantitative (treatment/control) and qualitative methods used to study the impact of middle school mathematics specialists on teacher knowledge and beliefs as well as student achievement.

Theoretical Framework
Since 2004, NSF has supported a rigorous research and policy study incorporating Mathematics Specialist preparation programs and randomly selected treatment and control elementary (K-5) schools. Grant-supported trained specialists were placed in randomly selected treatment schools as on-site coaches to determine the effectiveness of a school-based Mathematics Specialists program. A major finding of these projects is that over time Mathematics Specialists help classroom teachers develop more effective teaching practices that positively affect student learning and achievement (Campbell & Malkus, 2011).

Our previous study involved over 24,500 student test scores drawn from Grades 3, 4, and 5 in 36 schools across 5 Virginia school divisions over a 3-year period. Analyses revealed that over time Mathematics Specialists have a statistically significant positive influence on student achievement in all three grades. Compared to control schools the increase in scores for 3rd-5th grade students in schools with a trained Mathematics Specialist were an average of 10-19 points higher on Virginia’s Standards of Learning (SOL) mathematics tests during the specialist’s second year and 13-20 points higher during the specialist’s third year (Campbell & Malkus, 2011). Policy leaders and principals in research school divisions had unanimous confidence in the in-school coaching model, and all were eager to implement it in all elementary and middle schools.

Methods and Data Sources
The overall goal of the MSP Institute: Mathematics Specialists in Middle School project is to prepare middle school teachers to serve as Mathematics Specialists/coaches in middle schools. Our major question is whether or not Mathematics Specialists, serving as providers of in-school mathematics professional development can achieve similar results. Our research will evaluate the effectiveness of Mathematics Specialists through a mixed methods design using qualitative methods including case studies and a randomized control-treatment trial.

● Using a pretest/posttest design, we evaluate the change in mathematical content knowledge, knowledge for mathematics teaching, pedagogical content knowledge, and beliefs about teaching and learning mathematics.
● Through a treatment/control design, twelve participants will serve as full-time Mathematics Specialists in randomly selected treatment schools. Student data from SOL achievement tests and teacher beliefs will be used to determine the effect of these Specialists in the schools.
● Three Specialists will be chosen to build case studies about their experiences. They will record their activities daily through a website survey instrument.

Scholarly Significance
Mathematics Specialists at the elementary level have a measured positive effect on student achievement, but similar research is needed at the middle level. The research results, particularly the treatment/control research, are absolutely critical as policy decisions are made at the school system and state level. The importance of data for making policy decisions cannot be overestimated.

Author

• Aimee Ellington, Virginia Commonwealth University