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Publication Date

2009

Abstract

The Oregon Mathematics Leadership Institute (OMLl) National Science Foundation Mathematics and Science Partnership project partners are Oregon State University, Portland State University, Teachers Development Group, and ten Oregon school districts. The primary activities of the project were a sequence of three intensive three-week residential institutes emphasizing mathematics content knowledge for teaching, collegial leadership, and the building of Professional Learning Communities. Teachers at all levels of grades K-12 participated together in the mathematics content courses. By the conclusion of the. third Summer Institute, teachers had shown significant improvements in mathematical content knowledge for teaching. Analysis of student achievement data in participating schools was initially inconclusive. However, once implementation fidelity traits were taken into account, a positive relationship between project participation and student achievement emerged. The degree to which schools implement the practices promoted by the OMLI project is a significant positive predictor of student perfomiance above and beyond what can be explained by the socioeconomic factor as indicated by the percentage of students who qualify for the free and reduced lunch program. This relationship is particularly acute at secondary levels, but additional factors appear to be at play at elementary grade levels.

Volume

11

Issue

1

First Page

57

Last Page

84

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

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