Improving Algebra I End-of-Course Exam
Scores: Evidence from the Field
An examination of schools across Texas that had the largest
improvements and largest declines in the percentage of
students passing the Algebra I End of Course exam from
1997 to 1998.
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378 campuses
All regions
Rural, urban, suburban schools
Large and small districts
Highly diverse populations
Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study
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Algebra I End-of Course Exam Study:
Characteristics of Improving Schools
A sense of urgency about improving
algebra instruction
 An “Algebra for All” vision
 Teamwork and collaboration
 Professional development for all algebra
teachers on the campus
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Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study
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Reading the Executive Summary
Improving Algebra I End-of-Course Exam Scores:
Evidence from the Field
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Divide into groups of 4-6.
Read the Executive Summary independently.
Each group member selects a paragraph that is problematic or
challenging.
First group member reads his/her chosen passage (without comment).
Group members share questions, interpretations, applications, or
implications (30 seconds each).
Reader discusses his/her reasons for choosing the passage (1 minute).
Continue with second group member until all have had a turn.
Report back to whole group on significant points.
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Questions:
 What
does this look like at my school?
 What
does the research from the
Executive Summary mean to me as a
leader or teacher?
Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study
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Actions found at improving schools:
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Administrators
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Implement student
performance standards
Assign experienced teachers
to Algebra I
Provide materials, resources,
common planning time
Provide access to structured,
well-designed professional
development for teams of
teachers
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Teachers
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Focus instruction through
alignment with TEKS and
Algebra I EOC objectives
Provide content-specific,
ongoing support to
struggling students
Accept a shared
responsibility for Algebra I
EOC exam success
Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study
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Recommendations
for District-level Administrators
Set Algebra I as a priority
 Provide fiscal resources to support that priority
 Establish internal performance standards
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Recommendations
for Campus-level Administrators
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Set Algebra I as a priority
Provide common planning periods
Provide appropriately certified/experienced teachers
Provide mentors for novices
Provide planned professional development
Provide resources
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Recommendations
for Classroom Teachers
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Set Algebra I as a priority
Work collaboratively
Support each other
Attend professional development as a team
Teach the content described in the Algebra I TEKS
Provide students with appropriate materials
Provide structured, planned tutoring
Believe that all students can learn algebra
Ensuring Teacher Quality Leader's Resource Guide: Algebra I EOC study
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Key Factors?
Skilled principals, leaders, and teacher
teams who:
Create a sense of shared urgency around
algebra
 Collaborate and support collaboration with
resources (including time)
 Provide and use classroom resources
 Provide and participate in ongoing, contentbased teacher professional development
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