1. 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 1998. 378 campuses All regions Rural, urban, suburban schools Large and small districts Highly diverse populations

2. 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

3. 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.

4. 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?

5. 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

6. 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

7. 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

8. 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

9. 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