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ERIC Number: ED516658
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: 120
Abstractor: ERIC
Reference Count: 50
Improving Middle Grades Math Performance: A Closer Look at District and School Policies and Practices, Course Placements, and Student Outcomes in California. Follow-Up Analysis
Williams, Trish; Haertel, Edward; Kirst, Michael W.
This report is a follow-up to "Gaining Ground in the Middle Grades" (Williams, Kirst, Haertel, et al., 2010). That study specified a comprehensive set of actionable practices that differentiated higher academic achievement among 303 middle grades schools in California. In doing so, the study provided a compelling and coherent account of middle grades schools that are achieving better student outcomes than their peer schools serving similar students. This follow-up analysis provides a different, more in-depth look at middle grades mathematics practices and policies. Appendices include: (1) Further data on Algebra I placement; and (2) The credentials of middle grades mathematics teachers differ depending on school grade configuration and teachers' grade levels. A technical appendix is included. (Contains 50 figures and 53 footnotes.) [For the related report, "Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report", see ED508673.]
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Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Grade 6; Grade 7; Grade 8; Grade 9; Middle Schools
Audience: N/A
Language: English
Sponsor: S.D. Bechtel, Jr. Foundation
Authoring Institution: EdSource
Identifiers - Location: California
IES Cited: ED558157; ED559739; ED546776