ExxonMobil, Houston Independent School District,
Houston Annenberg Challenge K-5 Mathematics Initiative
Initiative Objectives: To increase the knowledge of teachers, principals and the community in mathematical content and in pedagogy of mathematics that is built around children’s thinking.
Main Partners:
ExxonMobil Foundation
Houston Independent School District
The Houston Annenberg Challenge
Main Beneficiaries:
650 classroom teachers in the 13 participating schools
13 principals of the 13 participating schools
12,000 K-5 students and their parents
14 K-5 math specialists
Main Contributors:
The Houston Annenberg Challenge
ExxonMobil Foundation
Essential Elements:
- Weekly professional development for math specialists
- Ongoing professional development for math teachers
- Ongoing professional development for school principals
- Parents as Partners Program
- Community Advisory Board
- Key Success Factors:
- Nationally known, research-based mathematics professional development
- Math specialists’ commitment to the Initiative
- Principals’ commitment to the Initiative
- School district’s commitment to the Initiative
- Focus on learning from observation of student work
Assessment/Evaluation Student achievement results on the Stanford 9 and TAAS are
- Process and Evidence analyzed within the constraints of highly mobile students,
- Of Its Strength: teacher reassignments and changes in test protocol. In addition, a nationally known mathematics researcher is conducting classroom observations in project schools to understand and document ways in which project strategies may or may not be influencing classroom and school change. The evidence of the strength of standardized test scores in mathematics as assessment tools is that these scores enable project leaders to compare project schools with non-project schools to determine the effectiveness of our Initiative. Reviewing standardized test scores over time also provides another tool to track student improvement. The evidence of the strength of the researcher’s classroom observations is that the project is able to document and share the work of the math specialists and also recognize qualitative successes of the Initiative, which are equally as important as the Initiative’s quantitative gains.
No. Years of Program
The program has been in place for two years. In the 2001-2002 school year,
- Of Its Strength: teacher reassignments and changes in test protocol. In addition, a nationally known mathematics researcher is conducting classroom observations in project schools to understand and document ways in which project strategies may or may not be influencing classroom and school change. The evidence of the strength of standardized test scores in mathematics as assessment tools is that these scores enable project leaders to compare project schools with non-project schools to determine the effectiveness of our Initiative. Reviewing standardized test scores over time also provides another tool to track student improvement. The evidence of the strength of the researcher’s classroom observations is that the project is able to document and share the work of the math specialists and also recognize qualitative successes of the Initiative, which are equally as important as the Initiative’s quantitative gains.
And Growth:
The program began with five math specialists in eight elementary schools. The program currently has 14 math specialists in 13 elementary schools.
Impact:
More “facilitation” of learning than “lecturing” by teachers
- Teachers feel more freedom to try new things in the classroom
- Increased collaboration among math teachers that focuses on learning from observation of student work
- Increased time spent teaching mathematics in project schools
- More teachers seeking mathematics professional development
- Improved test scores/achievement data by students
- Increased parental involvement in students’ mathematical learning
- Increased community awareness of and support of Initiative
Potential Replication
The Initiative components of professional development for mathematics
And Scale of Initiative:
teachers and principals, parental involvement and community engagement are replicable on a small or large scale. Because of the consistency and depth of the professional development aspects of the Initiative, it is recommended that replication efforts start on a smaller scale and then expand gradually to include more schools.
Underwriter who Mark Shenker
Validates Application: Executive Director, Southwest District
Houston Independent School District
5827 Chimney Rock
Houston, TX 77081
(713) 662-2142