Data-Based Individualization in Mathematics to Support Middle School Teachers and Their Students With Mathematics Learning Difficulty

• In Event: The Complexity of Data-Based Decision Making: Evidence From the United States, Norway, New Zealand, and Belgium

Abstract

Objectives
Project STAIR (Supporting Teaching of Algebra with Individual Readiness) aims to develop and iteratively refine a framework for using data-based individualization (DBI) to support the readiness for algebra of middle-school students with mathematics learning difficulty.

Theoretical framework
Data Based Individualization is a data-use framework that involves implementing an efficacious intervention with integrity and using data from progress-monitoring measures to gauge the effectiveness of the intervention (Schumacher et al., 2017), and forms the basis for Project STAIR.

Method
Project STAIR was tested in four middle schools in the United States to assess the impact of intensive professional development, ongoing coaching, and frequent progress monitoring of students on teachers’ DBI practices, school-level culture and climate, and students’ algebra readiness. To better understand the promise of Project STAIR for improving teacher-, school-, and student-level outcomes, we asked the following research questions: (1) How does participation in Project STAIR impact teachers’ perception of school-level culture and climate for DBI implementation? (2) How does participation in STAIR professional learning impact teacher ratings of importance, understanding, confidence, and frequency of DBI content, instructional practices, and assessment practices? How does participation in STAIR impact teacher ratings of self-efficacy? (3) What are the student-level effects of teacher participation in STAIR on proximal, diagnostic, and distal measures of student achievement?

Data sources
Both student and teacher outcome measures were included. Student outcomes included algebra-readiness progress monitoring measures, a diagnostic measure (Diagnostic Online Mathematics Assessment) and a standardized distal measure of mathematics performance (the Iowa Algebra Aptitude Test). Teacher outcome measures including a teaching efficacy in mathematics scale, a teacher knowledge and skills measure, a school culture and climate survey, and a teacher instructional practices survey.

Results and conclusions
Findings from this exploratory research point to the promise of Project STAIR for improving teacher perceptions of school culture and climate related to support of students experiencing mathematics learning difficulty as well as increasing specific DBI practices, including teachers’ ratings of importance, understanding, and confidence with assessment practices. Students’ mathematics outcomes improved on several algebra-readiness progress monitoring measures, along with a diagnostic measure, but not on a more distal measure of mathematics performance.

Scientific significance
As outlined by Schildkamp (2019), effective professional learning includes a focus on data use, analyzing and interpreting data, and learning to modify instruction. With STAIR, we incorporated each of these components within our Core professional learning, coaching, and Tailored videos. We aimed to provide teachers with access to high-quality instruction and assessment resources coupled with intensive and ongoing professional learning experiences that scaffolded teachers’ data use. Although results are promising for improving teachers’ espoused and enacted assessment practices, the desired outcome of improving student-level mathematics outcomes has yet to be fully realized. Additional research is ongoing to examine teacher-level and student-level variables that may result in the desired outcomes, as well as examination of effects of our model utilizing an experimental design.

Authors

• Sarah Rannells Powell, The University of Texas at Austin

• Erica S. Lembke, University of Missouri

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Yaacov Petscher, The Florida Center for Reading Research