Strengthening Math Instruction in Peoria

Identifying the Algebra I Equity Gap and the Need for Equitable Opportunities

In 2021, leaders at Peoria Public Schools (PPS) in Central Illinois did a deep dive into their student data and surfaced some troubling inequities. Top of mind: the large equity gap between students who were prepared to take Algebra I by ninth grade, and those who were not.

Without Algebra I, students are at a significant disadvantage in pursuing the higher-level math courses that lead to careers in science, technology, engineering, and math (STEM). Peoria’s team wanted to provide equitable opportunities for all students to become skilled mathematical thinkers, with the ultimate goal of increasing access to advanced math courses. But where should they begin?

Our Three-Part Approach to Addressing the Algebra I Equity Gap

To tackle this challenge, TNTP assembled a team of highly skilled math specialists to work with PPS to develop a strategy leveraging a unique three-part approach rooted in the recommendations from our seminal report, The Opportunity Myth.

Across a multiyear partnership, the TNTP project team worked directly with district leadership to establish a vision for excellent math instruction; create guidance and protocols for strong curriculum implementation; and train leaders and teachers on the vision, curricular materials, and expectations for curriculum usage.

Several key factors contributed to the success of the project:

• Establishing lab schools where TNTP would pilot targeted professional learning and instructional coaching in math.
• Forming an advisory council tasked with creating a vision for strong math instruction districtwide.
• Conducting a districtwide academic diagnostic to provide a clear picture of K–12 math instruction in PPS.

In the 2022–23 school year, PPS expanded the project to build the capacity of 18 teachers across seven middle schools to help them prepare and deliver strong math instruction aligned to the district’s new vision. Additionally, the District Advisory Council strategized ways to socialize the vision for strong math instruction across the district, including creating resources to help students, teachers, and families understand the vision and why it matters. This group also helped develop the Math Instructional Playbook, which is rolling out to district staff for the start of the 2023–24 school year.

The two years of working with TNTP have seen a complete turnaround. Total buy-in on the teachers’ part, and the proof is the change I have seen in their classroom practices.

Progress and Positive Impact on Math Instruction and Student Engagement

When we compared classroom observation data over time, the results were exciting:

• The percentage of teachers indicating High Expectations for their students increased from 39 percent to 81 percent at the end of the 2022–23 school year.
• The percentage of classrooms that demonstrated strong instruction increased from 7 percent in August 2022 to 65 percent in May 2023.

At the end of the 2022–23 school year, one school leader reflected, “The teachers at [my school] were very skeptical of TNTP at the beginning of this journey. The two years of working with TNTP have seen a complete turnaround. Total buy-in on the teachers’ part, and the proof is the change I have seen in their classroom practices.”

Moving into the 2023–24 school year, we are expanding the scope of the program once again, providing professional development and coaching support to even more middle school math teachers: 52 educators across 11 schools. Additionally, we will develop systems of support and progress monitoring for building leaders and district leaders focused on these middle schools, while also providing high-level advisement to district leaders.

• Strong instructional practices are the moves teachers are making to ensure that all students engage with the content of the lesson.
  • Does the teacher provide opportunities for the students to do the work of the lesson?
  • Does the teacher pose questions that allow students to demonstrate their current level of understanding, as opposed to yes or no questions?
  • Does the teacher orchestrate classroom discussion so that students can learn from each other and make meaning of the work?

Notes:

• Student ownership refers to what the students are doing during the lesson.
  • Are students doing the thinking in the lesson, or are they just writing down what the teacher thinks?
  • Are students able to explain and justify their answers?
  • Are students able to communicate mathematically?
• Student ownership will always lag strong instructional practices. Teachers must be implementing certain moves for students to have the opportunity to own the thinking.