Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching TRC Professional Development Effectiveness: Impact on Students and Teachers Carol L. Fletcher Assistant Director/R&D Coordinator Todd Sherron Evaluation Coordinator TRC Advisory Board March 3, 2009 Austin, Texas

Data compiled from August 1, 2007 - July 31, 2008 Statewide Impact in 2007-08 SCIENCE 2007-2008 MATHEMATICS 37 COLLABORATIVES 22 784 DISTRICTS 818 2,324 CAMPUSES 2,153 7,894 TEACHERS 8,033 497,322 STUDENTS 433,782 Data compiled from August 1, 2007 - July 31, 2008

ITMs

Educator Demographics - Science Teachers

Mathematics Teachers

Economic Status of Participant Schools Data indicates the percentage of students who receive free or reduced lunches on campuses served by the TRC.

Title I Status of Participating Campuses

Ethnicity of Students Served by Collaborative Teachers Based on actual classroom data reported by TRC science teachers from August 2007 - July 2008.

Program Evaluation – Teacher Knowledge Science Content Knowledge

Teacher Content Knowledge

Program Evaluation – Student Achievement

Round Rock ISD: Two-Year TAKS Data For example, after Hutto ISD teachers joined the TRC in the 2007-08 school year, students significantly increased the percent passing and percent commended in Grade 5 on the Elementary TAKS at the 3 campuses that had TRC teachers.  

Rice University The Rice University Regional Collaborative worked with Houston ISD throughout the 2007-2008 school year. The Rice Elementary Model Science Lab (REMSL) supported 65 teachers from across HISD to improve science content knowledge and instructional skills. Teachers received an average of 175 contact hours of training. As a result, students of REMSL teachers improved by almost 40% in passing rates between 2007 and 2008

Region 7 Science Data

Region 9 Science Data

Region 15 TAKS

Challenges and Successes

Challenges and Successes

Testimonies My knowledge of science has improved as has my teaching methods. My students have been successful because of it. This year I had 100% pass the TAKS Science 5th grade with 70% commended within a population majority Hispanic and disadvantaged. These students would not have been as successful without my participation in the TRC. How can I even begin? I have been in a collaborative almost consecutively for over 10 years. The year or two that I did not belong to one I felt like I was really missing out on the communication that develops between fellow teachers. The TRC has allowed me to participate in events that I would not have known about and see speakers that I would never have seen in my area of the state. It has broadened my horizons and thus changed the opportunities that my students are afforded. You have "grown" me as a teacher and this allows me to be a better "gardener" for my students.