Using Formative Assessment Processes to Improve Algebra Preparedness and Performance
CAPP's newest grant project supports secondary schools in closing achievement gaps and improving readiness for and success in algebra by focusing on middle and high school alignment of coursework and placement across grade levels to prepare first-time algebra takers.
The grant supports secondary school teachers' capacity building to assess and address students' individual needs through diagnostic and formative assessment processes including the use of the Mathematics Diagnostic Testing Project materials and tests and the Strengthening Mathematics Instruction. The project fosters collaboration among groups of teachers from participating middle and high schools to improve understanding and effective use of diagnostic and formative mathematics assessment results. It will also engage principals in professional learning to understand and support the work of teachers in this effort. In subsequent years, grantee districts are expected to scale this work to benefit students at additional schools. View this short video to learn more about this project.
The districts and schools receiving planning grants are:
- East Side Union High School District/Alum Rock School District: WC Overfelt High School; Clyde L. Fischer Middle School; Ocala Middle School.
- Los Angeles Unified School District, Local District 7: John C. Fremont Senior High School; Mary McLeod Bethune Middle School; Charles Drew Middle School.
- San Bernardino City Unified School District: Arroyo Valley High School; Martin Luther King, Jr. Middle School; Cesar Chavez Middle School.
- Tracy Unified School District: Merrill West High School; Monte Vista Middle School, Earle Williams Middle School.
For detailed information on grant expectations please see the Request for Proposals. Our external evaluator prepared this Literature Review on Mathematics Curricula and Formative Assessments: Toward and Error-based Approach to Formative Data Use in Mathematics (.pdf).