Students' negative affective performance in mathematics learning is a global problem, and the situation is especially challenging in high-achieving East Asian countries. Taiwan's Just Do Math (JDM) program was launched to resolve this problem and to serve as an example of successful scaling up with regard to implementation of innovation. We…

This chapter considers difficulties with traditionally organized developmental math course sequences from the literature and practice. We then report initial student success findings following the system-wide implementation of a corequisite model in developmental math.

The Texas Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The Texas ACE Boys and Girls Clubs of Austin Area Cycle 10 program is composed of a compilation of activities at 9 Austin Independent School District…

In partnership with the Consortium for Policy Research in Education, RFA has been studying Philadelphia schools' take-up of an instructional reform that has demonstrated positive impacts on teacher knowledge and student learning in math. The Ongoing Assessment Project (OGAP) is designed to deepen teachers' understanding of foundational concepts in…

The Virginia Community College System (VCCS) embarked on a comprehensive mathematics pathways project in October 2015 with a move from design to implementation in spring 2017. The VCCS Mathematics Pathways Project (VMPP) aimed not only to develop strategies to improve retention and completion, but also to address foundational barriers to students'…

This Study Snapshot highlights key findings from a study looking at implementation of Pre-Elementary Grant (PEG) programs, the characteristics of PEG districts and the students served, and the student outcomes related to participating in state-funded preschool, including participating in a PEG program. Data sources included documents submitted by…

Research into the effectiveness of SPRING into Maths as a Tier 2 intervention is limited. This article aims to extend the evidence base for SPRING into Maths through reflective practice that links practitioner voice with theory. The article applies a theoretical lens to SPRING into Maths and provides insights into the journey of a group of…

For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale…

Multidisciplinary teams are responsible for identifying reasonable accommodations that mediate the impact of a disability and level the playing field between those with and without disabilities on high-stakes mathematics assessments. However, minimal guidance is provided to teams selecting accommodations. This article provides a decision framework…

The Standards for Mathematical Practice provide an excellent foundation for encouraging students to think, reason, and persevere like mathematicians. Many elementary school teachers, however, face a challenge unpacking these practices and figuring out how to implement them in their classrooms. Christine Moynihan wrote "Common Core Sense:…

This article addresses West Virginia's public schools, and their long struggle with student achievement levels in reading and math. Levels are significantly below the national average and there are poverty-based achievement gaps within the state. In 2013, a cross section of educators and education policy leaders from a range of experiences,…

Ninth grade often is considered a make-or-break year in determining whether students will be successful in high school and beyond. The Texas Education Agency (TEA) created the Texas Ninth Grade Transition and Intervention Program to ease the transition of at-risk students into high school and increase the likelihood that they graduate on time and…

The 2002 reauthorization of the Elementary and Secondary Education Act (ESEA) contained provisions that expanded state and district accountability for improving all schools and increasing the learning and achievement of all students, including those who struggle to master basic skills in reading and mathematics. In 2011, the U.S. Department of…

The Common Core State Standards (CCSS) represent the first time that nearly every state has set common expectations for what students should know and be able to do. In the past, each state set its own standards, and the results varied widely. And while states collectively developed these common standards, decisions about the curriculum and…

The Department of Education has been under attack by people motivated by the perceived failure of the system to improve educational achievement on the elementary and high school levels or the desire to dramatically reduce spending and waste during troubled economic times. A new program introduced in four states seems to address competency and…