PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Professional Development And Student Growth On A State Mathematics Assessment
Page: 287
This is a preliminary report of a study where the purpose was to examine how participation in a mathematics master’s program for in-service teachers affected student growth on a state mathematics assessment taking into account student demographic variables. We collected data from school districts for 5 academic years spanning from pre- program through program completion. We conducted a four-step hierarchical multiple linear regression analysis. We can conclude that the combination of teachers’ years of participation in the Math TLC, teachers’ total years of experience, student ethnicity, and student free and reduced lunch eligibility provided a joint effect on the student growth percentiles on the state mathematics assessment. We explain future plans for continued research on this project.