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Welcome To The November MTL Meeting
Please move as close to the center of the auditorium when selecting your seats.
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Milwaukee Mathematics Partnership
Program EvaluationYear 7 Results
Carl HanssenHanssen Consulting, LLC
November 2010 MTL Meeting
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Where are we?
MMP efforts have been ongoing since 2003
This is the 6th year we have been conducting the evaluation
NSF and MPS Evaluation Efforts have become integrated
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MMP Support
Original & Phase II funding from NSF Started in 2003-04 Currently in 8th year Focus on research and evaluation
MPS & State of Wisconsin Provides funding for released MTL positions Support for MTS Positions Funding for Evaluation
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Evaluation Goals
Help the MMP better serve its constituents and improve its effectiveness
Serve the broader mathematics education community through documentation and dissemination of MMP success factors
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Key Evaluation Question
What are the critical factors or conditions promoted by the MMP that are related to student achievement?
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Agenda
1. Released and non-Released MTLs
2. MMP Involvement
3. Mathematical Knowledge for Teaching
4. Social Network Analysis
5. Breakout Discussion
6. Upcoming Evaluation Activities
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1. Released v. non-Released MTLs
Key question:
How does achievement differ in schools with released and non-released MTLs?
Examine attainment and value added
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Pre-released MTLs
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First year released MTLs
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Second year released MTLs
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Findings
There was an initial bias toward providing underperforming schools with a released MTL
Over time, the position appears to have been effective for helping close the gap between low and high performing schools
In the most recent year, there is no statistical differences in quadrant membership between schools with and without released MTLs
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Small Group Discussion
What other factors might help explain these findings?
How has having a released MTL (or not having a released MTL) made a difference in your school?
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2. MMP Involvement
Key Question:
Is there a relationship between involvement in MMP activities and student achievement?
Critical Challenge:
Quantifying ‘involvement’
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Involvement Factors
MTL Meeting Attendance Course Enrollment Action Planning Textbook Adoption HS Algebra and Geometry Labs
Not all factors were present ineach year (05-06 through 08-09)
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Cumulative Involvement—Schools Serving Grade 10
These data are then converted to z-scoresAnd schools grouped as No-Low-Medium-High
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Schools with Grade 10 Students
Involvement % ProficientNone (n=13) 11.2%Low (n=4) 20.5%Medium (n=22) 23.3%High (n=6) 38.6%
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Cumulative Involvement—Schools Serving Grades 6-8
These data are then converted to z-scoresAnd schools grouped as No-Low-Medium-High
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Schools With Grade 6-8 Students
Involvement % ProficientNone (n=13) 31.7%Low (n=13) 38.3%Medium (n=54) 46.1%High (n=11) 49.4%
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Cumulative Involvement—Schools Serving Grades 3-5
These data are then converted to z-scoresAnd schools grouped as No-Low-Medium-High
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Schools With Grade 3-5 Students
Involvement % ProficientNone (n=6) 44.6%Low (n=17) 48.3%Medium (n=80) 52.8%High (n=16) 53.6%
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Findings
Initial results suggest that involvement is a predictor of student achievement—most notably between the no-involvement and other groups.
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Small Group Discussion
In what ways does involvement in MMP activities translate to improved teaching and learning at the classroom level?
What other factors might help explain these results?
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3. Mathematical Knowledge for Teaching (MKT)
Key Question:
What is the relationship between teacher MKT and student achievement?
Predict Fall WKCE scores for teachers’ prior year students
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Teacher MKT Over Time
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Distribution of 2008-09 Scores
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WKCE Scores Fall 2009
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HLM Results
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56.6 43.4Students
Teachers89.3 10.7
Teachers
MKT
After controlling for grade level, teacher MKTaccounts for 4.6% of variability in WKCE scores
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Small Group Discussion
What strategies can MTLs use to improve teacher MKT?
How can the MTSs support these efforts?
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4. Social Network Analysis
Key Question:
How have school-based networks changed over time?
Social Network Analysis conducted in 112 schools in Spring 2009
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SNA Key
Maps identify
MTL or MTS or Teachers Principal Literacy Coach Others in school Others outside
school
Statistics
Network density In-School density MTL In-Degree MTL Betweeness MTS In-Degree Principal In-Degree
Benefit—a graphical AND statistical description ofschool-based networks.
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Density Changes
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2009
2010Networks are becomingless dense
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MTL In-Degree
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Hi
Lo
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Hi MTL Betweeness
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Hi MTS In-Degree
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Hi Principal In-Degree
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Principal
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Findings
Strong networks manifest multiple characteristics—high density, MTL In-Degree & Betweeness, MTS In-Degree, and Principal In-Degree
The Release MTL Position may be eroding some characteristics of strong networks
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Small Group Discussion
In Social Network terms, how would you describe your school?
How can MTLs and MTSs support the creation of strong distributed leadership in schools?
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BREAKOUT DISCUSSION
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Final Thoughts
There is no simple answer to the question of what drives student achievement
However…schools that demonstrate strong results tend to exhibit many of the positive conditions discussed today
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6. Next Steps
1. Teacher MKT Monthly sessions January – May Central Services Sign up starting in December More information forthcoming
2. MMP Online Survey—May 20113. SNA Survey—May20114. MTL Survey—April 2011
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