Only one school, in fact, continued
examining math content.
Not exact matches
Although the rigor of state
content standards and definitions of
math and reading proficiency vary widely (see «State Standards Rise in Reading, Fall in
Math,» features), we are able to adjust for these differences by limiting our comparisons to respondents within the same state when
examining the relationship between proficiency levels and school ratings.
The Silicon Valley Mathematics Initiative and the First in
Math Consortium, both centered on high performance expectations, ongoing professional development,
examining student work, and improved
math instruction, are major research - based initiatives that encompass formative and summative assessment systems, pedagogical
content coaching, and leadership training and networks.
A recent study
examined how much of the achievement gap in
math between rich and poor 15 - year - old students can be attributed to what material the kids are learning in school, and it found, across 33 countries, that schools are teaching rich kids vastly different
math content than poor kids.
We were interested in
examining whether the evidence teachers focused on was linked to the lesson learning goal (s) as well as in the level of specificity of the evidence in relation to (a) mathematic
content understandings and / or difficulties, (b) engagement in
math practices included in the curriculum standards, and (c) use of mathematics academic language.
Emphasis was placed on the current science landscape and how it supports and overlaps student learning in
math, ELA, and social studies by
examining the skills of engaging in argument from evidence and supporting student discourse in the classroom in each of these
content areas.