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The effect of professional development on student performance on the Massachusetts Comprehensive Assessment System / Phyllis H. Bryar

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Identifier	Thesis 1565
Author	Bryar, Phyllis H
Title	The effect of professional development on student performance on the Massachusetts Comprehensive Assessment System / Phyllis H. Bryar
Publisher	Central Connecticut State University
Date	1999
Resource Type	Master's Thesis
Notes	In May of 1998, Massachusetts students in Grades 4, 8 and 10 took the Massachusetts Comprehensive Assessment System (MCAS) tests in English Language Arts, Mathematics, and Science and Technology for the first time. These tests are based on the newly developed Massachusetts Curriculum Frameworks. The Springfield Public School System has over the past six years developed Learning Outcomes in Mathematics for each subject and grade level based on these Frameworks and NCTM Standards. A great deal of time and money has been spent in developing these outcomes, disseminating this information to the schools, and training teachers in their use in classrooms. Professional Development has also been included as part of each school year since 1993. Teachers, as part of their contract, are required to attend seven days of professional development in the areas of their choice each year. This study evaluates the success of this effort as it relates to student MCAS scores in mathematics. When the test scores became available in November 1998, teachers at the lowest scoring schools were compared with teachers at the highest scoring schools to see if the amount of professional development they had taken made a significant difference in the performance of fourth graders on the mathematics portion of the MCAS tests. A survey was sent to third and fourth grade teachers at the four schools with the lowest failure rate on the mathematics portion of MCAS and the four schools with the highest failure rate. Teachers were questioned regarding professional development and other mathematics education, teaching practices, and resources available in each school. The results of this survey showed that, while time spent in teaching mathematics accounted for 36.59% of the variation in the dependent variable, rating, there was a statistically significant difference in student MCAS scores based on teacher professional development.
Subject	Teachers -- In-service training -- Massachusetts Massachusetts Comprehensive Assessment System Educational tests and measurements -- Massachusetts
Department	Department of Mathematics
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	45224821
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