Summary of and Comments on the Middle School Mathematics Initiative

Abstract

First, students in the MSMI classrooms had change scores that were significantly higher than those of similar students in classrooms with no intervention, even though there was a much higher percentage of students identified as Limited English Proficient in the MSMI classrooms. Second, teachers’ lesson planning ability was related to change scores, that is, students of teachers with higher scores on lesson planning made significantly more improvement than students of teachers with lower lesson planning scores. We also found that students of teachers with more teaching experience achieved higher gains than students of teachers with less teaching experience. - See more at: http://nonpartisaneducation.org/Review/Resources/SStotskyMSMI.html#sthash.9EHhcx9k.dpuf

Keywords

• Massachusetts
• teacher professional development
• PD
• middle school
• mathematics education
• instruction