378 campuses All regions Rural, urban, suburban schools Large and small districts Highly diverse populations

1. Improving Algebra I End-of-Course Exam Scores: Evidence from the FieldAn examination of schools across Texas that had the largest improvements and largest declines in the percentage of students passing the Algebra I End of Course exam from 1997 to 1998. • 378 campuses • All regions • Rural, urban, suburban schools • Large and small districts • Highly diverse populations Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

2. Algebra I End-of Course Exam Study: Characteristics of Improving Schools • A sense of urgency about improving algebra instruction • An “Algebra for All” vision • Teamwork and collaboration • Professional development for all algebra teachers on the campus Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

3. Reading the Executive Summary Improving Algebra I End-of-Course Exam Scores: Evidence from the Field • Divide into groups of 4-6. • Read the Executive Summary independently. • Each group member selects a paragraph that is problematic or challenging. • First group member reads his/her chosen passage (without comment). • Group members share questions, interpretations, applications, or implications (30 seconds each). • Reader discusses his/her reasons for choosing the passage (1 minute). • Continue with second group member until all have had a turn. • Report back to whole group on significant points. Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

4. Questions: • What does this look like at my school? • What does the research from the Executive Summary mean to me as a leader or teacher? Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

5. Administrators Implement student performance standards Assign experienced teachers to Algebra I Provide materials, resources, common planning time Provide access to structured, well-designed professional development for teams of teachers Teachers Focus instruction through alignment with TEKS and Algebra I EOC objectives Provide content-specific, ongoing support to struggling students Accept a shared responsibility for Algebra I EOC exam success Actions found at improving schools: Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

6. Recommendations for District-level Administrators • Set Algebra I as a priority • Provide fiscal resources to support that priority • Establish internal performance standards Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

7. Recommendations for Campus-level Administrators • Set Algebra I as a priority • Provide common planning periods • Provide appropriately certified/experienced teachers • Provide mentors for novices • Provide planned professional development • Provide resources Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

8. Recommendations for Classroom Teachers • Set Algebra I as a priority • Work collaboratively • Support each other • Attend professional development as a team • Teach the content described in the Algebra I TEKS • Provide students with appropriate materials • Provide structured, planned tutoring • Believe that all students can learn algebra Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study

9. Key Factors?Skilled principals, leaders, and teacher teams who: • Create a sense of shared urgency around algebra • Collaborate and support collaboration with resources (including time) • Provide and use classroom resources • Provide and participate in ongoing, content-based teacher professional development Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study