Although the number of low income urban schools is high there exist models of success.  This study highlights three historically failing schools in an urban program improvement district that each followed the same math model and consistently moved large numbers of students to proficient.  The components of the math model include direct instruction, use of common assessments, instructional pacing, cooperative grouping and consensus building, teacher release time for analyzing assessment results, as well as the use of math coaches and principal support coaches. In this study, we explore each of these variables to determine the level of implementation and impact on teacher perceptions around student outcomes. FULL MANUSCRIPT AVAILABLE IN PDF (attached below) AND/OR ONLINE AT:

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