Spring 2024 Recap
College Ready on Track 2023-2024 Network
“Feeling criticized is a common theme, because math has correct and incorrect answers, so making mistakes can easily feel like a lack of competence to students. Being corrected reinforces that sense of ‘getting it wrong.’ A couple of comments from my students really resonated with me. One said, ‘I don’t like feeling judged,’ which highlights the importance of creating a safe space where all ideas can be shared freely without fear of criticism”
Where We’ve Been
Our network gathered together on April 19th to share and celebrate schools’ continuous improvement efforts, revisit our theory of improvement, and consolidate learning about meaningful academic discussions.
Agents of Change
During our April network meeting, we featured four schools; GW, JFK, Vista Academy, and Gilliam as ‘Agents of Change’. Each school shared aspects of its continuous improvement journey this year via short videos featuring network teachers and students. Visit this link to hear each schools’ story.
Learning in Practice
At our February meeting, teams shared what they’ve been learning about meaningful academic discussions and the data to support their learning. The CRoT hub organized these themes in connection to our theory of improvement. These learnings give us more insight into what the drivers in our theory of improvement look like in practice.
Academic Discussions Survey
Network schools recently administered the Academic Discussions Survey for the third time this year. The survey asks students to reflect on their cognitive lift, sense of belonging in math, and math identity.
Over the course of the year, we’ve seen the largest positive change in two questions related to Sense of Belonging in math:
I feel comfortable sharing my ideas in math class
Other students value my ideas in math class.
Below are the response outcomes for the 433 students who engaged in all 3 survey administrations and had the same teacher throughout the school year.
In addition to overall growth in the Sense of Belonging questions, there is also growth among our target subgroups, Black, Latinx, and MLL students.
Students who participated in all three survey administrations (fall, winter, and spring) with the same teacher, can be seen below. Responses reflect student responses of ‘always’ or ‘often’ from fall to spring.
We see similar growth when looking at all students who participated in the survey at least once during the 23-24 school year. This look is more inclusive of our Pathways schools, whose students may have various courses and teachers throughout the year.
