Evaluating the Impact of a Multiyear Mathematics Proficiency Program

• In Event: Marriott Roundtable Session 13
  In Roundtable Session: Evaluations of Mathematics Programs

Abstract

Nearly five years after the adoption of the Common Core State Standards for Mathematics (CCSSM), many teachers still have confusion about the standards (Authors, 2017b). This longitudinal, quasi-experimental group-comparison study evaluates a professional development (PD) program centered around the CCSSM by identifying the growth in content and pedagogical knowledge of participating teachers as well as growth in problem-solving ability of students of participating teachers, both over time and as compared to a comparison group. Results indicated a significant increase in both teacher and student knowledge, but not across all mathematical domains or years. Implications from the study support the use of PD to contribute to both teacher and student performance, especially in lower-performing schools.

Authors

• Lance Kruse, North Carolina State University

• Edward Waddell, Drexel University

• Guillermo D. Ibarrola Recalde, Stevens Institute of Technology

• Toni A. May (Sondergeld), Drexel University

• Jonathan David Bostic, Bowling Green State University