1.Internal Evaluation of MMP
Cindy M. Walker
University of Wisconsin Milwaukee
To determine the effect of the Milwaukee Mathematics Partnership (MMP) on mathematics achievement in Milwaukee Public Schools (MPS)
Within a school, it is ultimately the mathematics teacher that has the greatest capacity to impact student achievement in mathematics.
How is the MMP influencing or changing what is going in MPS classrooms?
In Year 2 we intend to capture school level differences, in terms of outcomes that should be affected by the MMP, such as differences in MTLs and Learning Teams.
Use hierarchical linear modeling to model student growth and determine if variability in these school level variables help to explain variability in student growth.
If this is true, then it is likely that changes are occurring at the classroom level.
6.Math Teacher Leader
Variables that the MMP should be directly influencing include:
Pedagogical Content Knowledge
Distributed Leadership Abilities
Quality of support
Variables that the MMP has little or no control over
Participation level in the MMP and Learning Team Meetings
Relationship with other teachers
Variables that MMP has indirect influence on by interactions with MTLs
Time spent discussing mathematics targets
Coherency and consistency of a pedagogically sound math program used both within and across grades
Quality of team functioning
Variables that MMP has limited or no control over
Quality of team functioning
Frequency of meeting
Level of support provided to MTL and other math teachers
Misspecification Error – Are we excluding important predictor variables? Can we even measure all the important variables of interest?
Continue to work closely with PIs, Math Specialists, and External Evaluation Team at UIUC
Begin to measure variables of interest at the individual classroom teacher level
9.Classroom Mathematics Teachers
What is being taught and how?
Are mathematics teachers engaging students in communication, problem solving, reasoning?
Conduct psychometric analyses of measures used
Survey classroom teacher regarding quality of support and access to support to validate data obtained from MTL and Learning Teams
Survey Learning Team members (i.e. principals, literacy coaches, and MTLs) to validate data obtained from classroom teachers regarding what is being taught in classrooms and how
Pilot these instruments in Year 2, use on large scale basis in Year 3
Confound of MTL being a school level variable AND a teacher level variable
Dummy code students as to whether or not taught by a MTL
Philosophical question of including SES, race and other various student level covariates in the model
Fit model in various ways and compare
Missing data – at all levels
Use as an indicator of level of participation?
Who is actually teaching math?
Data collected from MTL for elementary and middle schools, if missing assume homeroom teacher, acknowledge error
Mobility – at all levels
Weight schools and/or teachers, use as covariate at student level
No standardization across the district
Merging of many databases
Data entry errors
Continue to work closely with MPS, especially the Technology Department, to ensure data used is as accurate as possible.