Redesigning Middle School Mathematics in an Urban Charter School: A Case Study

Abstract

This study investigated and analyzed the design and implementation of a new mathematics program into the fifth grade of an urban charter school. The newly designed curriculum included a balance of arithmetic fluency, and conceptual as well as procedural knowledge. The school in which the study was conducted served primarily educationally disadvantaged youth. Prior to this program implementation, the school had experienced weak achievement results in the area of fifth grade student mathematics. The fifth grade was the entry year for the school, and students historically entered the school with little mathematical background knowledge. This meant that most students were not prepared to do fifth grade work. The new mathematics program demonstrated improved student achievement by the end of the school year on several quantitative measures. Implementation challenges arose from teacher resistance, school culture, and school leadership style. These implementation challenges affected the pace and quality of change. Mixed methods were used for data collection and analysis. Qualitative data included daily field notes, emails, and notes from formal and informal meetings with teachers during the implementation phase, and teacher interviews during the post-implementation phase. Three types of quantitative data were collected and analyzed: periodic benchmark data; annual state student achievement data; and longitudinal student growth data. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]