Science and Mathematics Education Commons^™

Beating The Odds: High-Growth Schools Based On The Act Aspire Examinations, Serving Low-Income Communities, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights high-growth schools across Arkansas based on the ACT Aspire examinations in Math and English Language Arts (ELA) for the 2020-2021 academic year. For these awards, we consider schools where at least 66% of the student body is eligible for free or reduced-price lunch (FRL).

High-poverty schools are ranked by school level (Elementary, Middle, or High) based on Overall Growth (Math and ELA combined), as well as for growth in each content area independently. High-poverty schools are also ranked within each region of the state. Tables include the region in which the school is located, the number of …

High-Growth Elementary Schools In Arkansas Based On Performance On The Act Aspire Examinations, Sarah C. Mckenzie

Arkansas Education Reports

This section highlights elementary schools across the state whose students demonstrated high growth on the Arkansas ACT Aspire exams. The ACT Aspire was administered to students in grades 3 through 10 in April 2022 in Math and ELA courses which include English, Writing, and Reading.

Each table in this section presents the Top 20 schools for the noted subject area and school level. In addition, these tables include the region in which the schools are located, the grades served at the school, the weighted achievement score, and the content growth score in that particular subject.

The level of the schools, …

Shifting Preservice Teachers’ Sources Of Mathematics Teaching Efficacy Through Scaffolded Reflection: Fostering Commitment To Reform-Based Mathematics, Brooke Krejci, Elana Joram, Anthony J. Gabriele

Faculty Publications

Efforts to promote reform-based mathematics instruction in schools are pervasive, yet many teachers continue to use more traditional, procedural methods (Paolucci, 2015). In this chapter, the authors suggest that to achieve sustained adoption of reform-based instruction in mathematics, it is essential for professional development programs to draw teachers’ attention to sources of mathematics teaching efficacy afforded by reform-based teaching, such as enhanced student thinking. Educator preparation programs are ideal settings in which to begin this process, and the authors describe how scaffolded reflection activities within a mathematics methods course were used to focus preservice teachers’ attention on sources of mathematics …