1. Mathematics and Science Partnerships: Summary of the Performance Period 2008 Annual Reports U.S. Department of Education

2. Conceptual Model of Mathematics and Science Partnerships Program Develop partnership of high-need school districts and an IHE’s science, technology, engineering, mathematics faculty Improve classroom instruction Provide professional development to strengthen teachers’ content knowledge Improve student achievement in mathematics and science

3. Mathematics and Science Partnerships at a Glance  Over 57,000 educators participated nationwide.  Approximately 3,900 IHE faculty participated in ED MSP projects.  Over 6,300 organizations partnered to form 626 projects across the country.  Enhanced the quality of classroom instruction for over 2.8 million students.

4. MSP Funding  MSP provided $179 million dollars through a formula to the states.  State received awards ranging from $890,414 to over $21.9 million dollars.  Projects received awards ranging from $16,496 to $8.2 million.  Over two-thirds received $100,000 - $500,000 in state funding. Project Budgets from State MSP Grants, Performance Period 2008 Project budgetsPercent of projects $100,000 or less13% $100,001 to $200,00038% $200,001 to $500,00030% $500,001 to $1,000,00017% $1,000,001 or more2% Total100%

5. Characteristics of MSP Projects  50% led by LEAs  37% led by IHEs  13% led by non-profits, regional educational agencies, or other organizations  The median number of educators served per project was 43. (Range from 4 to 3,944)  An average of 6 IHE faculty participated per project.

6. Profession Development  MSP projects reported having one of two main targets for providing professional development for teachers: 1. Individual teachers (84 percent) – Teachers from one or more schools or school districts participate as individuals in order to improve their own content knowledge and teaching skills. 2. Entire schools or districts (16 percent) – Designed to improve mathematics and/or science instruction throughout a school or a set of schools. These projects often train teachers to become mathematics or science leaders in their schools/districts.

7. Professional Models  37 percent of projects focused on mathematics.  31 percent of projects focused on science.  32 percent of projects focused on mathematics and science. Average Professional Development Hours, by Professional Development Model Type, Performance Period 2008 Professional Development Model Percent of projects (2008) Total Median Hours (2008) Total Median Hours (2007) Summer Institute only3%80 Summer Institute with Follow-up 56%96100 Focus on School Year Activities 41%8074

8. Teachers’ Content Knowledge Results Percent of Teachers with Significant Gains In Content Knowledge, of Those Teachers with Pre-Post Content Assessments, Summed Across All Projects, Performance Period 2008 Content area Total number of teachers served Percent of teachers with content assessments Percent of teachers with significant gains Mathematics content knowledge 36,54643%67% (68% ‘07) Science content knowledge 31,76247%73% (73% ‘07)

9. Students’ Content Knowledge Results Percent of Students Scoring at Basic or Proficient or Above, of Students Taught by MSP Teachers And Assessed In Each Content Area, Performance Period 2008 Content area Total number of students taught by MSP teachers Percent of students with assessment data Percent of assessed students scoring at proficient level or above Mathematics content knowledge 1,442,25443%58%(45% ‘07) Science content knowledge 1,252,85326%58%(49% ‘07)

10. Evaluation Designs  3%Experimental  49%Quasi-Experimental  25%One group pre/post  12%Mixed methods  11%Other

11. Final Reports with Strong Evaluation Designs 204 Final Reports Submitted  84 projects reported experimental or quasi-experimental design.  49 submitted complete data for both treatment and comparison groups.  Percent of evaluations with experimental or quasi- experimental design that examined each type of outcome: --Student Achievement (56 %) --Teacher Content Knowledge (31%) --Teacher Classroom Practice (13%)

12. MSP Performance Period 2008 Summary  $179 million in federal resources were granted to 626 projects to provide professional development to K-12 educators.  The typical project provided professional development to 43 educators, and involved 6 IHE faculty members from both STEM disciplines and Schools of Education, receiving 97 hours of PD in a year.  The majority (79 percent) of teachers who participated in MSP projects were elementary and middle school teachers.  A large majority of teachers made statistically significant gains in their content knowledge (67% math, 73% science).  Quality of instruction improved for 2.8 million students throughout the nation.

13. Contact Information Pat O’Connell Johnson Team Leader United States Department of Education Patricia.Johnson@ed.gov (202) 260-7813

14. Mathematics and Science Partnerships (MSP) Program U.S. Department of Education: Baltimore Regional Meeting February 14 -16, 2011