Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study1 Improving Algebra I End-of-Course Exam Scores: Evidence from the Field An 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 campuses All regions Rural, urban, suburban schools Large and small districts Highly diverse populations

Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study2 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 study3 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 study4 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 study5 Actions found at improving schools: 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

Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study6 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 study7 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 study8 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 study9 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