Leadership Lessons In Science, Technology, Engineering and Mathematics Partnerships
Mathematics and Science Partnerships: Summary of the FY2006 Annual Reports
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Transcript of Mathematics and Science Partnerships: Summary of the FY2006 Annual Reports
Mathematics and Science Partnerships: Summary of the FY2006 Annual Reports
U.S. Department of Education
Conceptual Model of Mathematics and Science Partnerships Program
Develop partnership of high-need school districts and an IHE’s science, technology, engineering, mathematics faculty
Develop partnership of high-need school districts and an IHE’s science, technology, engineering, mathematics faculty
Improve classroom instruction
Improve classroom instruction
Provide professional development to strengthen teachers’ content knowledge
Provide professional development to strengthen teachers’ content knowledge
Improve student achievement in mathematics and science
Improve student achievement in mathematics and science
MSP Grant and Funding Cycle
States distribute funds on a competitive basis to
partnerships consisting of Arts and Science faculty at an IHE and a “high need” local education agency.
Congress appropriates funds for the program.
Projects submit annual/final reports to
USED within 60 days of cycle completion. U.S. Department of
Education (USED)Program Cycle
States send to USED abstracts and program descriptions of funded
projects.
Funds are released to the States, the
District of Columbia, and Puerto Rico
through a formula grant.
Mathematics and Science Partnerships at a Glance
Over 3,000 Institutions of Higher Education (IHE) faculty participated in USED MSP projects.
Approximately 3,800 organizations partnered to form 501 projects across the country.
Over 49,000 hours of professional development were provided to more than 56,000 teachers.
Enhanced the quality of classroom instruction for over 2 million students.
MSP Funding FY 2006 USED MSP provided $181 million dollars through a formula to the
states. States received awards ranging from $906,246 to over $25 million
dollars. Projects received awards ranging from $24,000 to 3.6 million.
Project Budgets from State MSP Grants, FY 2006
Project budgets FY 2006 Percent (no.) of projects
$100,000 or less 17% (82)
$100,001 to $200,000 36% (179)
$200,001 to $500,000 26% (128)
$500,001 to $1,000,000 15% (73)
$1,000,001 or more 5% (26)
Did not report 1% (5)
Total 100% (493)
Characteristics of Project Participants More than 3,000 faculty from IHEs participated
(with an average of 6 faculty per project). More than 56,000 elementary, middle, and high
school teachers participated; The number of teachers served by an individual MSP
project ranged from less than 10 to over 1,000. The average number of teachers served by MSP projects
was 113. The median number of teachers served was 44.
These teachers, in turn, taught over 2 million students!
Professional Development MSP projects reported using one of two main
models for providing professional development (PD) for teachers:
1. The individual teacher model (83 percent) – when teachers from a set of schools or school districts participate as individuals in order to improve their own content knowledge and teaching skills.
2. The teacher leader model (17 percent) – when teachers are trained to become mathematics or science leaders in their schools/districts.
Professional Models
43 percent of projects focused on mathematics 25 percent of projects focused on science 30 percent of projects focused on mathematics and science.
Average Professional Development Hours, by Professional Development Model Type, FY 2006
Professional Development Model
Percent (no.)of projects(n =493 )
Total Average Hours
Average Hours:
Summer Institute
Average Hours:
Follow-Up Activities
Summer Institute 3% (12) 82 82 --
Summer Institute with Follow-up
62% (306) 125 6659
Other 34% (168) 83 -- --
Did not report 1% (7) -- -- --
Government Performance and Results Act (GPRA)
Teacher Knowledge1. The percentage of MSP teachers who significantly increase
their content knowledge as measured by project-administered pre- and post-tests.
Student Knowledge2. The percentage of students of MSP teachers who score at
the basic level or above in State assessments of math or science.
3. The percentage of students of MSP teachers who score at the proficient level or above in State assessments of math or science.
Government Performance and Results Act (GPRA)
Evaluation Design4. The percentage of MSP projects that report using an
experimental or quasi-experimental design for their evaluations.
5. The percentage of MSP projects that report using an experimental or quasi-experimental design for their designs that are conducted successfully and yield scientifically valid results.
Efficiency6. The percentage of states that submit complete and accurate
data on MSP performance measures in a timely manner.
GPRA- Teachers’ Content Knowledge Results
Percent of Teachers with Significant Gains In Content Knowledge, of Those Teachers with Pre-Post Content Assessments, Summed Across All Projects, FY 2006
Content area
Number of teachers assessed
Number of teachers with
significant gains
Percent of teachers
with significant gains
Mathematics content knowledge
11,693 8,316 71%
Science content knowledge
6,689 5,328 80%
GPRA- Students’ Content Knowledge Results
Percent of Students Scoring at Basic or Proficient or Above, of Students Taught by MSP Teachers And Assessed In Each Content Area, FY 2006 (New Form Projects Only)
Content area
Total number of students taught by
MSP teachers*
Percent (no) of students with assessment
data
Percent (no.) of assessed students
scoring at basic level or above
Percent (no.) of assessed
students scoring at proficient level
or above
Mathematics content knowledge
1,198,464 47% (558,129) 64% (358,349) 47% (260,195)
Science content knowledge
568,571 22% (123,162) 41% (50,408) 29% (36,201)
GPRA- Students Content Knowledge Results
Average of Project-Reported Percents of Students Who Scored at Proficient or Above in Mathematics and/or Science State Assessments, FY 2005 – 2006 (Old Form Projects Only)
School level Average percent proficient
Average percent change from previous assessment
FY 2005 FY 2006 FY 2005 FY 2006
All (Elementary, Middle, and High)
55% 68% 6% 7%
MSP classrooms made a six (6) percent gain between the 2005 and 2006 school years, whereas the national average from data collected from all of the states on their
mathematics achievement across all grades was 3.5 percent. While these are both gross measures, it is worth noting that the MSP classrooms improved at almost twice the rate
of the national average
GPRA- Evaluation Design (Projects that Reported Results).
Quasi-Experimental, 173
Did not Report, 24
Other, 290
Experimental, 6
Quasi-Experimental
Did not Report
Other
Experimental
Evaluation Designs, Old and New Form Projects, FY 2006
GPRA- Data Quality Rubric AppliedAfter a rigorous screening process, 29 projects were
identified as having a quasi-experimental design with a matched comparison group. Of those 29 projects, 8 projects were classified as having a strong quasi-experimental design in one or more categories:
Content Knowledge Teacher Classroom Practice Student Achievement
Regression Analysis on Project Characteristics Associated with Gains in Teacher Content Knowledge
Project Characteristics Significantly Associated with Gains in Teacher Content Knowledge, FY 2006
Characteristic Mathematics Science
Individual Teacher Model positive ** n.s.
“Other” Program Lead positive * positive ***
Number of Participating Teachers
negative *** n.s.
MSP Federal Fiscal Year 2006 $181 million in federal resources were granted to projects to
provide professional development to K-12 educators. The average MSP grant was $337,015, and the median was $200,000.
The typical project provided professional development to 113 teachers, and the median number of teachers that participated in professional development per project was 44. The number of teachers that participated in individual MSP projects ranged from 5 to 1,549 teachers.
The majority (84 percent) of teachers who participated in MSP projects were elementary and middle school teachers.
MSP Federal Fiscal Year 2006 Sixty-five percent (65 percent) of projects provided summer
institutes, with almost all of these projects providing follow-up throughout the school year.
Of the projects that provided summer institutes with follow-up, teachers were provided an average of 125 hours of professional development; 66 hours during the summer and 59 hours during the school year.
Thirty-four percent (34 percent) of the projects used other professional development models, besides summer institutes, and provided an average of 83 hours of professional development over a 12-month period.
MSP Federal Fiscal Year 2006 In mathematics, among the 11,693 teachers
who were pre/post tested on their content knowledge, 71 percent made statistically significant gains in content knowledge.
In science, among the 6,689 teachers who were pre/post tested in their content knowledge, 80 percent made statistically significant gains in content knowledge.
MSP Federal Fiscal Year 2006 Among the projects that have a four tier student assessment
data system in mathematics (below-basic, basic, proficient, and advanced), 64 percent of students scored at the basic level or above.*
Among all the projects that have student assessment data in mathematics, 47 percent scored at the proficient level or above.*
Among the projects that have a four tier student assessment data system in science (below-basic, basic, proficient, and advanced), 41 percent of students scored at the basic level or above.*
Among all the projects that have student assessment data in science, 29 percent scored at the proficient level or above.*
*These numbers will serve as a baseline for future trend analysis.
MSP Federal Fiscal Year 2006 In mathematics, among the projects that reported on the
percentage of students scoring as proficient before their teachers benefited from professional development as compared with how their students performed after participation—overall there was a six (6) percent increase in students scoring as proficient. This can be compared with the 3.5 percent increase in the national average across all of the states.
In science, there was a seven (7) percent gain in proficiency from one year to the next in participating teachers’ classrooms. There are no comparable national data in science.
Mathematics and Mathematics and Science Science Partnership (MSP) Partnership (MSP) ProgramsPrograms
U.S. Department of U.S. Department of Education: Education:
San Francisco Regional San Francisco Regional MeetingMeeting