Improving the Infrastructure for K-12 Mathematics
Data collection and analysis have been central to the work of Project PRIME throughout its first five years. Data sources include student achievement on the state assessment, student performance on a more performance-oriented assessment, student attitudes, course enrollments, teacher content and pedagogical content knowledge, pre-service teacher content and pedagogical content knowledge, classroom observations, teacher and administrator surveys, teacher leader interviews, and student focus groups.
Student-level data have been examined for trends over time and disaggregated by race. Comparisons have also been drawn between achievement on the state test and on the more performance-oriented assessment.
Growth in teacher content and pedagogical content knowledge has been examined to determine the impact of professional development. Comparisons have also been drawn between pre-service teachers and in-service teachers on the content knowledge measures.
Qualitative survey and interview data have been synthesized and interpreted by the external evaluation team.
