Three Papers Exploring Trends in Mathematics Achievement and Policy Implications for Improving Outcomes

Abstract

Mathematics achievement remains a primary focus of education policy in the US. Achievement improved quite substantially for 9- and 13-year-olds over 50 years of education reform from 1971 – 2012 according to the National Assessment of Educational Progress (NAEP). In the past decade, trends have changed: mean achievement remained flat for the first time in US history during the 2010s for 4th and 8th grade students. This trend is particularly noteworthy given the intensive federal and state investments to implement new college- and career-ready standards during this period. Further, analysis by percentile indicates that struggling students fell further behind from 2009 to 2019, while those above average demonstrated gains in achievement. This indicates that overall stagnation is a result of a failure to effectively teach our nation's lowest achieving students. This trend motivates three studies designed to contribute to improving outcomes in mathematics. In Paper 1, I use an interrupted time-series analysis to model the change in state-level achievement trends on the NAEP exam after the implementation of CCR standards. I disaggregate achievement to estimate differences in trends by percentile levels. I also use quasi-experimental models to explore the effect of increased rigor and alignment to the Common Core on achievement. In Paper 2, I examine the concentration of students that struggle in mathematics between schools and districts in Maryland using segregation indices and the Gini Index. Findings of this analysis inform the feasibility of implementing evidence-based strategies for struggling students. In Paper 3, I study teachers' experiences with continuous improvement processes implemented in six schools designed to support teachers in improving learning outcomes. Findings indicate promising practices for supporting teachers to improve learning outcomes.