San Antonio, Texas ISD
MathForward Results, 2011
San Antonio Independent School District (SAISD) serves approximately 55,000 students and is the third largest public school system in the Bexar County area. SAISD provides a comprehensive instructional program and related services for students from pre-kindergarten through 12th grade, including a college preparatory curriculum, Magnet programs and specialized schools as options for middle and high school students, career and technology education, bilingual education, special education, and a variety of extracurricular opportunities. The district’s student population is 89.5% Hispanic, 7.4% African America, 2.7% and White. 92.6% of students are economically disadvantaged.
In 2010-11, the school district introduced the MathForward program into grades six, seven, and eight at five Title I middle schools (Connell, Page, Rogers, Twain, and Wheatley), serving a total of 823 students. The district implemented all of the key components of the MathForward program with fidelity. These components include:
- Improved teacher content knowledge
- Increased instructional time
- Use of common assessments
- High expectations for all students
- Job-embedded administrative support
- Appropriate use of technology to increase motivation and learning
- Extensive professional development including training and in-classroom coaching
- Integration of curriculum at and above grade level for all students
TAKS Proficiency Rate: All MathForward students
To evaluate the effectiveness of the program, the district compared the end-of-year TAKS scores for grades 6, 7 and 8 and percent proficiency for participating students with these same students’ performance from the years prior to MathForward implementation. For 8th grade, it was possible to compare the students’ performance in grade 7 and grade 6. For grade 7, comparison to grade 6 was possible. No comparisons to 5th grade were possible because the procedures for the 5th grade TAKS differ from those of the upper grades. Of the 823 students participating in MathForward in 2010-11, complete data for the three years were available for 802 students. Note that proficiency for purpose of this report indicates all students who exceeded the passing TAKS state scale cutoff score for proficiency.
The chart below shows a weighted average: for 2011, compared to these same students’ pass rate in 2010 (for those students who were in grades 7 or 8 in 2011), and compared to these same students’ pass rates in 2009 (for those students who were in grade 8 in 2011). Weighting the average adjusts for the different number of students in each grade and each year.
TAKS Proficiency Rate: Year-to-Year Comparisons by Grade
The chart on the next page shows the same results, broken down by grade for all students in grades 6-8 who participated in MathForward in 2010-11. The chart shows that the 2011 Grade 8 students attained a 54% pass rate with MathForward, compared to 17% before MathForward in 2010 (Grade 7), and 29% in 2009 (Grade 6). The Grade 7 students attained a 35% pass rate with MathForward in 2011, compared to their pass rate of 17% in 2010 (Grade 6). The Grade 6 students attained a 28% pass rate with MathForward in 2011. As explained above, comparisons to fifth grade proficiency rates are not meaningful.
San Antonio is an example of a successful first-year implementation of MathForward. The program was implemented with fidelity with 6th, 7th, and 8th graders in five of the district’s Title I Middle Schools. Implementation included all the eight components of the MathForward program. The overall improvement in proficiency rate was substantial, when compared to the proficiency rate of the same students in their prior grade levels.
Supplemental analysis shows that in its first year, the program:
- Produced strong gains compared to their prior years’ performance, not due to chance, in grades 7 and 8 (where comparisons are meaningful)
- Benefitted the weakest students the most, but was effective with the majority of students.
- Was effective for all three of the major ethnic groups represented in the District. African-Americans and Caucasians tended to score somewhat below the group-wide average, while Hispanics tended to score above the average