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Mathematics and Science Partnerships: Summary of the Performance Period 2008 Annual Reports
U.S. Department of Education
Conceptual Model of Mathematics and Science Partnerships Program
Develop partnership of high-need school districts and an IHE’s science, technology, engineering, mathematics faculty
Develop partnership of high-need school districts and an IHE’s science, technology, engineering, mathematics faculty
Improve classroom instruction
Improve classroom instruction
Provide professional development to strengthen teachers’ content knowledge
Provide professional development to strengthen teachers’ content knowledge
Improve student achievement in mathematics and science
Improve student achievement in mathematics and science
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.
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 budgets Percent of projects
$100,000 or less 13%
$100,001 to $200,000 38%
$200,001 to $500,000 30%
$500,001 to $1,000,000 17%
$1,000,001 or more 2%
Total 100%
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.
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.
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 only 3% 80 80
Summer Institute with Follow-up
56% 96 100
Focus on School Year Activities
41% 80 74
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
36,546 43% 67% (68% ‘07)
Science content knowledge
31,762 47% 73% (73% ‘07)
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
1,442,254 43% 58% (45% ‘07)
Science content knowledge
1,252,853 26% 58% (49% ‘07)
Evaluation Designs 3% Experimental 49% Quasi-Experimental 25% One group pre/post 12% Mixed methods 11% Other
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%)
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.
vs.
Contact InformationPat O’Connell Johnson
Team Leader
United States Department of Education
(202) 260-7813
Mathematics and Science Partnerships (MSP)
Program
Mathematics and Science Partnerships (MSP)
Program
U.S. Department of Education:
Baltimore Regional Meeting
February 14 -16, 2011
