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Conclusion: For the third consecutive year, TI MathForward students in the Richardson Independent School District demonstrated significant achievement gains on the Texas Assessment of Knowledge and Skills (TAKS). The program also helped close the achievement gap for African American students in the diverse district where a total of 13 middle and high schools participated. Results in year 4 showed a consistent pattern.
SRI International, University of Texas at Austin
Independent evaluation research showed improved TAKS results contributed to the school and district successfully meeting AYP in year 1 and to the district improving its state accountability rating from Acceptable to Recognized. |
| • | In year 1, the pass rate on the TAKS for middle school students who had failed the previous year was 33% |
| • | In year 2, the pass rate on the TAKS for middle school students who had failed the previous year was 46%. The entire group of participating middle school students showed learning gains both for students who were above and below the TAKS proficiency level in the previous year. Thus, TI MathForward helps students in a broad range of achievement levels. |
| • | In year 3, the overall gains made in mathematics by MathForward™ students on the Texas Assessment of Knowledge and Skills (TAKS) were significantly greater than for comparison students. These students differed from the program students in that they were higher-achieving and less likely to be minority students. The gains of MathForward™ students were greatest in 7th grade, relative to the 8th grade and Algebra 1 students that participated. African American students in the program made greater gains than African American students not in the program, resulting in decreasing the achievement gaps for that group. Among the MathForward™ students, 55 percent of students scored proficient or higher in mathematics in spring 2008, compared to 48 percent the year before. These findings are consistent with prior studies in Richardson that showed the promise of the intervention for improving achievement of achievement gains in previous years for participating students |
| • | In year 4, 7th and 8th grade students who used TI MathForward achieved higher scores on the Texas Assessment of Knowledge and Skills (TAKS) Mathematics than similar 7th and 8th grade students who used other mathematics programs during previous years. This study found evidence that the strongest application of MathForward was at grade 7 and a positive, but smaller, result was found for grade 8. The study also found that 9th grade Algebra I students who used MathForward scored lower than a similar group of 9th grade Algebra I students from previous years. While there is no evidence that 9th grade Algebra I students achieve higher after having participated more years in MathForward, students appear to achieve higher if their teachers have more experience using MathForward. |
 Reference: (Alexander and Stroup 2006; Stroup and Alexander 2007)
Referemce: (Stroup and Pham 2009)
Reference: (Penuel 2008)
Reference: District Report (Penuel 2008)
Reference: (Empirical Education 2009)
Reference: (Penuel 2010)
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Conclusion: Students at two grade levels who were in the program made greater 1-year gains in mathematics achievement than students not in the program. SRI International
Low-cost, portable classroom network technologies have shown great promise in recent years for improving teaching and learning in mathematics. This paper explores the impacts on student learning in mathematics when a program to introduce network technologies into mathematics classrooms is integrated into a systemic reform initiative at the district level. The study conducted compares the performance of middle and high school students who were participants in the Texas Instruments’ MathForward™ program to students in the district not in the program. Results indicate that students at two grade levels who were in the program made greater 1-year gains in mathematics achievement than students not in the program.
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| Reference: (Penuel and Singleton 2011)
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Conclusion: TI MathForward teacher program survey results reported greater teaching effectiveness, improved student engagement and reduced behavioral problems in the Richardson, TX ISD participating classrooms. Additionally, assessment of teacher math content knowledge showed improvement. Winick and Lewis Research, LLP
Independent evaluation research showed:
Year 1: Pilot results in the middle school where TI MathForward was implemented showed increased teacher content knowledge, including knowledge of patterns, functions, and algebra.
Teachers' self-reports included: |
| • | Their teaching effectiveness and techniques improved from mid year to year end. |
| • | Use of TI-Navigator system increased student participation and reduced behavioral problems. |
| • | Students' algebra readiness increased. |
| Reference: (Winick and Lewis 2006; Winick and Lewis 2007)
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| Year 2: Jr. High program expansion showed:
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| • | Growth in teacher knowledge of number and operations was positively associated with the TAKS performance of their students. |
| • | Teacher self-reports of confidence improved. |
| • | Teacher self-reports of collegial support remained high across the year. |
| Reference: (Winick and Lewis 2006; Winick and Lewis 2007)
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