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Systematic Reform of Middle Grades Math in Chicago

Systematic Reform of Middle Grades Math in Chicago. Stacy A. Wenzel Loyola University Chicago DRK-12 PI Meeting 12-2-10. Context: Chicago. Chicago Public Schools 2002 602 schools with 27,000 teachers 437,000 students 51% African American, 36% Hispanic, 9% White, 3% Asian 85% low income

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Systematic Reform of Middle Grades Math in Chicago

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  1. Systematic Reform of Middle Grades Math in Chicago Stacy A. Wenzel Loyola University Chicago DRK-12 PI Meeting 12-2-10

  2. Context: Chicago • Chicago Public Schools 2002 • 602 schools with 27,000 teachers • 437,000 students • 51% African American, 36% Hispanic, 9% White, 3% Asian • 85% low income • Local control plus mayoral control • Systemic reform 2002-2009 • Changes sparked by USP mid-project review • Comprehensive science, math K-12 reforms

  3. Context: DRK-12 Exploratory Grant # 07335500 • Loyola University Chicago, Chicago Public Schools, University of Illinois at Chicago, Others • 2007-2010 • Collaborative process of educators & evaluators • Research analysis of lessons learned • Based on dozens of formative evaluation reports • Framing story of systemic and unfolding reform • Aims, actions, adaptations

  4. The Questions: Did middle grades math instruction improve in Chicago 2002-2009?How did systemic conditions contribute? Grades 6-8 math • High school • algebra • in 8th grade

  5. Findings: Grades 6 – 8 math

  6. Findings: High school algebra in grade 8

  7. Findings: Did middle grades math instruction improve in Chicago 2002-2009? Yes, if improved instruction means offering classes using specific curricula… ~300% more schools using CM or MT ~200% more schools offer grade 8 algebra

  8. Findings: Did middle grades math instruction improve in Chicago 2002-2009? Sometimes , when looking closer at • Use with all students (ie. SpEd, ELL) • Pacing allowing coverage for the year • Materials used with only limited skipping, modification, substitution • Strong intellectual discourse promoted

  9. Findings: Did middle grades math instruction improve in Chicago 2002-2009? Related to student achievement… No • Growth 2003–08 on IL standardized math tests grades 6-8 Schools with CM/MT < Comparison schools Yes • Passing CPS algebra exit exam, in 2010 compared to 200752% of 3478 students > 29% of 1114 students

  10. The Question: How did systemic conditions contribute?

  11. To get from the Question to the Findings: Synthesizing • Draw upon • Scale Up Systemic Framework • Summative findings from 2002-2009 evaluation • Findings on grade 6-8 math and grade 8 algebra Focus on emergent conditions …

  12. Findings: Systemic conditions contribute to math instruction Context of the System Steady leadership at scale Implement across the System Vision holds steady Measurable goals District Offices Belief in vision & trust in relationships Teacher retention at school Schools Voluntary implementation Support for teacher attendance in professional development Classroom Teaching & Learning Logistics of time & materials • Instruction & student assessment aligned Student Achievement

  13. What are the critical mechanisms involved in reforming, scaling up and sustaining math and science education systematically in the context of a large urban district? • Aligned and measurable accountability structures regarding instruction and student learning • Operational logistics that assure purchase, delivery and training puts curricular materials in the classroom for use by teachers • Schedules for the school day that provide 300 minutes per week of instruction time for math and for science —taking into account for non-instructional transitions • Workshops tailored to specific curricula and deep content knowledge; Instructional coaching available to support these • Resources in place to allow teachers to engage in professional development • Teachers and content experts with trusting relationships as they work together within reform efforts • Teacher retention sustained at schools and within reform activities • Compelling vision for reform in which schools and teachers will voluntarily participate • Leaders at multiple levels of the system who share the reform vision and who remain in the system

  14. Conclusions:Systematic Reform of Middle Grades Math in Chicago • Instruction improved • Positive regarding general use of chosen curricula. • Mixed regarding qualities of classroom instruction. • Systemic conditions that matter: • Steady shared vision of measurable aligned goals • Logistics of getting trained teachers, curricular materials and students together for enough time • Story is being continued…context changing…programs evolving • Next steps: bring syntheses back to Chicago

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