“Good Noise Coming From Classrooms”: Stakeholder Perspectives on a District-Wide K-12 Math Curriculum Implementation Initiative in Philadelphia

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Evaluations of Curricular Supports in Schools (Table 11)

Abstract

This study aims to understand barriers and facilitators to implementing an inquiry-based math curriculum with integrity in a large, urban K-12 district. During Spring 2024, 82 principals, teachers, and teacher leaders from 56 different schools participated in focus groups. Findings suggest professional learning cycles were a key facilitator, while barriers included: time preparing materials, lesson pacing, and mixed messaging from district leaders about what modifications were allowable. Findings provide depth to our understanding of school- and district-level contextual factors that need to be adapted, and have important practical implications for improving implementation efforts in order to ensure equitable access for all students to high-quality math curricula and instruction.

Authors

• Erin McCrossan, The School District of Philadelphia

• Elisabeth Fornaro, The School District of Philadelphia

• Tonya E. Wolford, The School District of Philadelphia

• Michael Farrell, The School District of Philadelphia

• Nyshawana Francis-Thompson, The School District of Philadelphia