Improving Math and Science Scores in Middle School
Program Evaluation
Improving Math and Science scores in Middle School
TABLE OF CONTENTS Page
Needs Assessment 3
Program Theory 10
Logic Model 20
Conceptualization & Operationalization of Program Outcomes 24
Assessment of Program Impact 25
References 28
NEEDS ASSESSMENT
Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and earn more money after graduation. Therefore, establishing a strong foundation in these subjects is integral to future academic and career success.
However, studying these subjects in middle school is even more difficult. Studies have shown that the transition for a student from elementary school to middle school is academically and psychologically difficult. According to Maurice Elias in an article entitled, “Middle School Transition: It’s Harder Than You Think”, many former elementary school students are not well prepared for the demands of middle school. They need explicit instruction, coaching, and support with regard to organizing time and resources for homework; responding to work that is more challenging and requires more effort; understanding and addressing the varying expectations of teachers in different subject areas; and accomplishing such basic tasks as taking notes and taking tests (Elias, 2001). Unfortunately, this same sentiment resonates today with the New York City Public School system, specifically, middle schools located in low income areas.
The New York City Public School System is struggling with mathematics achievement in the grades beyond elementary school. Over 30% of the city’s elementary and
Improving Math and Science scores in Middle School
TABLE OF CONTENTS Page
Needs Assessment 3
Program Theory 10
Logic Model 20
Conceptualization & Operationalization of Program Outcomes 24
Assessment of Program Impact 25
References 28
NEEDS ASSESSMENT
Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and earn more money after graduation. Therefore, establishing a strong foundation in these subjects is integral to future academic and career success.
However, studying these subjects in middle school is even more difficult. Studies have shown that the transition for a student from elementary school to middle school is academically and psychologically difficult. According to Maurice Elias in an article entitled, “Middle School Transition: It’s Harder Than You Think”, many former elementary school students are not well prepared for the demands of middle school. They need explicit instruction, coaching, and support with regard to organizing time and resources for homework; responding to work that is more challenging and requires more effort; understanding and addressing the varying expectations of teachers in different subject areas; and accomplishing such basic tasks as taking notes and taking tests (Elias, 2001). Unfortunately, this same sentiment resonates today with the New York City Public School system, specifically, middle schools located in low income areas.
The New York City Public School System is struggling with mathematics achievement in the grades beyond elementary school. Over 30% of the city’s elementary and
References: Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). The chief objective of school mathematics should be to instill confidence Mathematics teaching must be based on both contemporary mathematics and modern pedagogy (Jones, 1988, 333).