Preparing Teachers’ to Raise Students’ Mathematics Learning
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The purpose of this study was to investigate the effectiveness of the ORIGO Stepping Stones program in a large suburban school district in the Midwestern U.S.. The sample included 11 elementary schools that implemented the program during the 2013–2016 school years. Findings are presented from teacher surveys, classroom observations, and analysis of standardized student mathematics achievement scores on the Northwest Evaluation Association Measurement of Academic Progress (NWEA MAP). Using multilevel models, the program did not demonstrate a detectably larger effect on mathematics achievement than the comparison. Classroom observations and views of teachers that support program implementation were explored. In terms of fidelity of implementation, findings suggested that the program was delivered differently from how it was intended. With respect to researchers and policymakers, the approach used to evaluating mathematics program effectiveness is informative and could be used as part of larger accountability systems.
KeywordsClassroom observation Multilevel model Student achievement Teacher
Thanks to the study participants and other personnel involved in the project including: M. Laurenzano, Johns Hopkins University; J. Reilly, Johns Hopkins University; S. M. Ross, Johns Hopkins University.
Compliance with Ethical Standards
This study was funded by Origo Education (Grant Number: 116279; R. P. Corcoran, Principal Investigator).
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