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ERIC Number: EJ765472
Record Type: Journal
Publication Date: 2006-Jan
Pages: 32
Abstractor: Author
Reference Count: 66
ISBN: N/A
ISSN: ISSN-0021-8251
The Implementation and Impact of Evidence-Based Mathematics Reforms in High-Poverty Middle Schools: A Multi-Site, Multi-Year Study
Balfanz, Robert; Mac Iver, Douglas J.; Byrnes, Vaughan
Journal for Research in Mathematics Education, v37 n1 p33-64 Jan 2006
This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent Development (TD) Middle School Model's mathematics program that combines coherent research-based instructional materials from the University of Chicago School Mathematics Project with a multi-tiered teacher support system of sustained professional development and in-class coaching. A moderate level of implementation was achieved. TD students outperformed students from control schools on multiple measures of achievement. The average effect size, [delta], by the end of middle school was 0.24. (Contains 14 tables.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED565883