Professional Development
TRU-Math Project
Teaching for a Robust Conceptual Understanding of Mathematics (TRU-Math) Project.
Grant Manager: Dr. Susan Vohrer (DE Department of Education)
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TRU-Math
About This Program
2016-2018
The Teaching for a Robust Conceptual Understanding of Mathematics or TRU-Math Project was a K-12 professional learning program funded through a Math Science Partnership grant administered by the Delaware Department of Education. PHMC (formerly Research for Better Schools) served as the external evaluator for TRU-Math. The project engaged two cohorts (K-5, Grades 6-12) of teachers, coaches, mathematics specialists, and administrators from eighteen partnership district and charter schools in the state. Data collected during the history of the project showed that teachers in the project made statistical gains in their usable content knowledge (CVA scores) and students in TRU-Math participants’ classrooms consistently outperformed students at the state level on the Smarter Balanced and SAT assessments. The project serves as the impetus for the Delaware Mathematics Coalition’s National Science Foundation proposal to be submitted this October.
Thought partners for the TRU-Math Project included:
Dr. Dawn Berk, University of Delaware
Dr. James Hiebert, University of Delaware
Dr. Lou Rossi, University of Delaware
Dr. Amanda Jansen, University of Delaware
Dr. Nicola Edwards, Delaware State University
Dr. Delayne Johnson, Delaware State University
Dr. Alan Schoenfeld, University of Berkley
Dr. Virginia Bastable, Mountholyoke University
Business and higher education partners in the grant included:
TRU-Math Project
External Evaluators' Findings
The external evaluator for the TRU-Math Project is Research for Better Schools (RBS). RBS has over 50 years of experience conducting research evaluations and has received national recognition for producing evaluations that meet the highest levels of rigor. Across the year, RBS collected and analyzed data related to improvements in teachers’ content knowledge, changes in teacher practice, and the achievement of students in TRU-Math teachers’ classrooms.
TRU-Math teachers' students outperformed students at the state level in nearly every grade level on the Smarter Balanced and SAT mathematics exams.
Smarter Balanced & SAT Results
381 Educators and Community Members Reached
During the past year, DMC-sponsored professional learning opportunities reached a total of 381 different educators and community members in the state.
Significant gains in content knowledge
Matched-score comparisons of pre-post assessment data showed that TRU-Math Project participants made statistically significant gains in their content knowledge during the year.
Students in TRU-Math participants' classrooms exceed SBAC, SAT scores
Students in TRU-Math Project participants’ classrooms exceeded the percentage of students who met standards at the state level in almost all grade levels assessed (SBAC, SAT). The demographics of the students in TRU-Math teachers’ classrooms reflected the broader population in the state.
Participants made gains in all four dimensions of CVA
The analysis of pre-post video analysis data revealed that TRU-Math Project participants made gains in all four dimensions of the content video analysis rubric (CVA).
Positive correlation between teachers' attendance and overall student performance on state assessment
Findings comparing the achievement scores of TRU-Math participants’ students and their teachers’ attendance rates revealed a positive correlation between teachers’ attendance and the overall performance of their students on the state assessment.
Participants' 8th grade classrooms achieved 150 points higher than non-cohort grade level peers in the state
Eighth graders in TRU-Math teachers’ classrooms had achievement averages close to 150 points higher than their non-cohort grade level peers in the state, while those who took the SAT had scores 30 points higher than the state average.
Percent Meeting or Exceeding the Standards in Math
Demographics for students in TRU-Math teachers' classrooms reflected the broader population of students in the state in terms of race, ethnicity, learning disability, and socio-economic levels.
What do participants have to say about the program?
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