Technical Education Research Centers, Inc. (TERC)

The purpose of this project is to develop and test the promise of a Grades K-2 Early Algebra Learning Progression (EALP) to build young children's algebraic thinking. Algebra is a subject with which students still struggle. One recommendation for improving algebra instruction that has gained widespread acceptance has been to adopt a longitudinal, K-12 approach to teaching and learning algebra, rather than waiting until secondary grades to begin students' formal algebra education. This projec...

This project investigated sources of difficulty for English Learners (ELs) that inhibit their capacity to demonstrate their knowledge of Science and Technology/Engineering (STE) content when assessed using test items that require them to read and write an extended open response in English only (in contrast to multiple-choice items). Open-response items (also known as constructed-response items) that are written and responded to in English only are thought to present ELs with unique challenge...

 Starting around the turn of the 21st century, reforms in mathematics education underscored the critical role of algebra in elementary, middle and high school. It is argued that the traditional "arithmetic-then-algebra" approach, where an arithmetic curriculum in the elementary grades is followed by a formal treatment of algebra in secondary grades, does not allow the time and space necessary for students to develop depth in their understanding of algebra. However, the premise that beginnin...

The purpose of this project is to design, develop, and test a practice-based inquiry approach to professional development that prepares new teachers in urban districts to move K-8 science teaching toward more rigorous, engaged and equitable learning for their students. The proposed project is collaboration between the Chèche Konnen Center at Technical Education Research Centers (TERC), the Boston Teacher Residency of the Boston Public Schools, and two partner public K-8 schools in Boston.

The use of students' scores on science achievement tests to make consequential decisions, such as grade promotion, rests on the assumption that a student's score is an accurate reflection of his or her knowledge of science. However, if a student is learning English and the test includes complex uses of English, it is difficult to distinguish whether the ELL (English language learner) student's score is low because she does not know the language or the science being tested. This project will ...