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. 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 Findings: Did middle grades math instruction improve in Chicago 2002-2009?

9. 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 2007 52% of 3478 students > 29% of 1114 students Findings: Did middle grades math instruction improve in Chicago 2002-2009?

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

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