How Are District Leaders Thinking about Mathematics? Selected Findings from the American School District Panel. Research Report. RR-A956-18

Autor/inn/en	Diliberti, Melissa Kay; Destler, Kate; Rainey, Lydia R.; Schwartz, Heather L.
Institution	RAND Education and Labor; Arizona State University (ASU), Center on Reinventing Public Education (CRPE)
Titel	How Are District Leaders Thinking about Mathematics? Selected Findings from the American School District Panel. Research Report. RR-A956-18
Quelle	(2023), (56 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Achievement; COVID-19; Pandemics; Mathematics Instruction; Teaching Methods; Achievement Gains; School Districts; Administrator Attitudes; Goal Orientation; Barriers; Teacher Supply and Demand; Mathematics Teachers; Curriculum Development; Mathematics Tests; Professional Development; Decision Making; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; School district; Schulbezirk; Zielorientierung; Zielvorstellung; Lehrerbedarf; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung
Abstract	Many studies have documented a large decline in students' mathematics achievement during and after the coronavirus disease 2019 (COVID-19) pandemic. The question facing school districts now is how to help students recover. Since fall 2020, RAND researchers have repeatedly surveyed and interviewed district leaders who are members of the American School District Panel (ASDP). A small portion of these data collections have focused on mathematics. In this report, the authors use these survey and interview data to build a national picture of how school districts across the country were approaching mathematics during and after the COVID-19 pandemic. They draw on a framework describing coherent instructional systems to motivate and organize this report. This report is a first look at district leaders' perspectives on some, but not all, of the enabling conditions and components that make up a coherent mathematics instructional system. The findings from these survey items can contribute to the national conversation about how best to help students recover unfinished mathematics learning. (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01