ERIC Number: EJ1183488
Record Type: Journal
Publication Date: 2018-Aug
Pages: 43
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-161X
EISSN: N/A
Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter
Urick, Angela; Wilson, Alison S. P.; Ford, Timothy G.; Frick, William C.; Wronowski, Meredith L.
Educational Administration Quarterly, v54 n3 p396-438 Aug 2018
Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content.
Descriptors: Mathematics Education, Progress Monitoring, Educational Indicators, Federal Legislation, Educational Legislation, Instructional Leadership, Achievement Tests, Elementary Secondary Education, Foreign Countries, International Assessment, Mathematics Achievement, Mathematics Tests, Science Achievement, Science Tests, Access to Education, College Readiness, Career Readiness, Mathematics Instruction, Hypothesis Testing, Structural Equation Models, Mathematics Teachers, Elementary School Teachers, Elementary School Mathematics, Grade 4, Faculty Development, Accountability, Mathematics Curriculum, Educational Opportunities, Principals, Questionnaires, Multivariate Analysis, Regression (Statistics), Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: DRL0941014