Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter

SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

43

National Science Foundation (NSF)

DRL0941014

Mathematics Education; Progress Monitoring; Educational Indicators; Federal Legislation; Educational Legislation; Instructional Leadership; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Access to Education; College Readiness; Career Readiness; Mathematics Instruction; Hypothesis Testing; Structural Equation Models; Mathematics Teachers; Elementary School Teachers; Elementary School Mathematics; Grade 4; Faculty Development; Accountability; Mathematics Curriculum; Educational Opportunities; Principals; Questionnaires; Multivariate Analysis; Regression (Statistics); Statistical Analysis

10.1177/0013161X18761343

0013-161X

Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content.

As Provided

112

2018

EJ1183488