Project Activities
The researchers invited grade 1 and 2 teachers and their students across 22 schools who participated in a prior school-level cluster randomized controlled trial of a CGI-based teacher professional development intervention during the 2013–14 and 2014–15 school years to participate in this study. The researchers estimated the long-term effects of the intervention on student mathematics achievement for students in grades 3–7 and teacher outcomes. In addition, they explored classroom instruction as a potential mediator of the effect of the program on student achievement and describe proportion of teachers at a school who have ever received CGI training. The researchers created a measure of instructional practice consistent with CGI principles.
Structured Abstract
Setting
The study took place in urban and suburban districts in Florida.
Sample
In the previous impact study, grade 1 and 2 teachers and their students across 22 schools participated in a school-level cluster randomized controlled trial of a CGI-based teacher professional development intervention beginning in summer 2013. One school was closed during the subsequent 5-year period. For the current study, school districts provided confidential data from the 2017-2018 school year for n = 16,442 grades K through 5 students in the remaining 21 schools. The 2017-2018 student sample was 5 percent Asian, 17 percent Black, 31 percent White, 44 percent Hispanic, 19 percent English learners, 68 percent eligible for free or reduced-price lunch, 6 percent gifted, and 12 percent were students with disabilities.
Cognitively Guided Instruction (CGI) is a widely used professional development program for mathematics instruction in elementary school. Teachers were taught to use a categorization scheme for types of math problems and for progressions in student thinking about how to solve mathematics problems. This program consisted of two summer institutes and two sets of follow-up days throughout the school year. In the summer institutes, videos illustrating student thinking and the CGI book (Children's Mathematics: Cognitively Guided Instruction) were used to introduce teachers to CGI. Then, teachers practiced writing problems for particular populations. During the school year, teachers interviewed students, discussed student work and thinking, and applied knowledge from summer institutes. The CGI intervention was conceptualized as a school-level professional development initiative intended to build a community of practice in the school around the principles that inform the professional development. A separate report by the researchers describes the intervention in detail.
Research design and methods
The original random assignment of the 22 schools to CGI (treatment) or control conditions continued through the follow-up study. All the grade 1 and 2 mathematics teachers and students in the treatment schools were invited to participate during the first 2 years of the study. In the third, fourth, and fifth year, teachers of all grade levels (K through 5) in participating schools became eligible to participate. Using an "intent-to-treat" analysis, the researchers estimated the long-term effects of the CGI intervention on student mathematics achievement for students in grades K through 5. In addition to impacts on student and teacher outcomes, the researchers explored classroom instruction as a potential mediator of the effect of the program on student achievement and describe intervention fidelity.
Control condition
Schools in the control condition continued with practice-as-usual teacher professional development and classroom mathematics instruction.
Key measures
The researchers assessed student achievement with two different standardized mathematics tests: the i-Ready Diagnostic and the Florida Standards Assessment. They measured mathematics instructional practice using the Mathematics-Cognition, Interaction, and Problem Solving (M-CLIPS) assessment, which was developed by the researchers in this project.
Data analytic strategy
The researchers used 3- and 4-level hierarchical linear models to evaluate the impact of CGI on school mathematics achievement. They also used descriptive statistics and 3- and 4-level hierarchical linear models to examine the impact of the CGI program on implementation of CGI principles during mathematics instruction.
Key outcomes
The main findings of this study will be added once they are published.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Publicly available data: Data for the 5-year intent-to-treat study of impact on school mathematics achievement as well as the classroom observation measure of instructional practice and related data will be available through the Follow-Up to the Replicating the CGI Experiment in Diverse Environments project in Open Science Framework.
Select Publications:
Boggs, G. L., Whitacre, I., Schellinger, J., Champagne, Z., & Schoen, R. C. (2018). Contextual meanings of the equals sign as conceptual blends. For the Learning of Mathematics, 38(2), 34-39.
Farfan, G., & Schoen, R. C. (2021). Elementary students' understanding of the equals symbol: Do Florida students outperform their peers? Dimensions in Mathematics, 41(1), 27-38.
Kolovou, M., Ran, H., Secada, W. G., (2022). CGI Teachers' Patterns of Interacting with Male and Female Students During Their First and Second Years of Practice. International Journal of Science and Mathematics Education, 21(5), 1451-1472.
Sahin, N., Dixon, J., & Schoen, R. C. (2020). Investigating the Association between Children's Strategy Use and Mathematics Achievement. School Science and Mathematics, 120(6).doi.org/10.1111/ssm.12424
Schoen, R. C, Whitacre, I., & Champagne, Z. (2023). Word problem performance of U.S. first graders in the 20th century and Common Core era. Journal for Research in Mathematics Education, 54(1), 24-42.
Schoen, R. C., Bray, W.S., Tazaz, A. M., & Buntin, C. K. (2022). A description of the Cognitively Guided Instruction professional development program in Florida: 2013-2020.Florida State University. doi.org/10.33009/fsu.1643828800
Schoen, R. C., Champagne, Z., Whitacre, I., & McCrackin, S. (2021). Comparing the number and distribution of additive word problems in first-grade U.S. textbooks in the 1980s and the Common Core era. School Science and Mathematics, 121(2), 110-121.
Schoen, R. C., Champagne, Z., Whitacre, I., & McCrackin, S. (2021). Comparing the number and distribution of additive word problems in first-grade U.S. textbooks in the 1980s and the Common Core era. School Science and Mathematics, 121(2), 110-121.
Schoen, R. C., & LaVenia, M. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education OA, 6(1).
Data sets publicly available using project-developed measures
K-TEEM Measure
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Psychometric report for the 2022 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/ZN279
Schoen, R. C., Guven, A., Solmaz, G., Tazaz, A., & Iuhasz-Velez, N. R. (2022). Psychometric report for the 2021 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/AWSZC
Schoen, R. C., Guven, A., Solmaz, G., Liu, L., & Tazaz, A. (2022). Psychometric report for the 2020 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) test. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/MH82G
Schoen, R. C., Guven, A., Solmaz, G., Wang, Q., & Tazaz, A. (2022). Knowledge for Teaching Early Elementary Mathematics (K-TEEM): Second administration by participants in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/GDRMW
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Knowledge for Teaching Early Elementary Mathematics (K-TEEM): First administration by participants in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/GA5ZC
B-MTL Measure
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Psychometric report for the Beliefs about Mathematics Teaching and Learning (B-MTL) assessment in 2021. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/NKBT9
Schoen, R. C., Guven, A., Solmaz, G., Liu, L., & Tazaz, A. (2022). Psychometric report for the Beliefs about Mathematics Teaching and Learning (B-MTL) assessment in 2020.[Data set]. Open Science Framework.https://doi.org/10.17605/OSF.IO/5T4DG
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Beliefs about Mathematics Teaching and Learning (B-MTL): Second administration by participant in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/N3ABW
Schoen, R. C., Guven, A., Solmaz, G., & Tazaz, A. (2022). Beliefs about Mathematics Teaching and Learning (B-MTL): First administration by participant in 2019. [Data set]. Open Science Framework. https://doi.org/10.17605/OSF.IO/VYASZ
Project website:
Related projects
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
