ERIC Number: ED472491
Record Type: Non-Journal
Publication Date: 2002-Nov-25
Reference Count: N/A
District Mathematics Plan Evaluation: 2001-2002 Evaluation Report.
An evaluation was conducted to examine the extent to which the District Mathematics Plan (DMP) initiatives of the Los Angeles Unified School District (LAUSD), California, such as adopting standards-based textbooks and professional development opportunities, have led to improvement in classroom practices and student outcomes. The evaluation involved 160 elementary and secondary classrooms in 40 randomly selected LAUSD schools. Data collection consisted of direct classroom observations, interviews of teachers and administrators, and extracts of student data from the Student Information System. Data collectors used standard protocols for the classroom observations, as well as for the teacher and administrator interviews. The key evaluation method involved the combined use of quantitative and qualitative data. Results reveal that although Stanford 9 achievement test mathematics total scores improved at some grade levels following the first year of implementation of DMP, the improvement was limited to items focusing on mathematics procedures, rather than problem solving. These achievement results are consistent with the discourse norm of mathematics teaching and learning that have been observed since spring 2001 (the baseline). The reason only limited improvement has been seen in the way mathematics is being taught has to do with teachers limited opportunities to learn new ideas about mathematics and about new teaching practices. (Contains 11 tables and 12 references.) (Author/SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Los Angeles Unified School District, CA. Program Evaluation and Research Branch.