Basic information about the study What is the target grade for the study? What are the two catch-up strategies for teaching Algebra I that are being tested in this study? How do I know whether my freshmen might benefit from “double-dosing” in mathematics?
Resources provided to participating school districts What teaching materials will be provided to my district? How much professional development is provided, for whom, and by whom? Is there classroom coaching, and if so, for whom? Do you require any particular Stretch Algebra curriculum? My district has not offered double-dose Algebra I before. Can you help us determine the scope and sequence of such a course?
Study details How many of my high schools can be involved? What if I am interested in only one of the curricula? For how long would my school district need to participate? Are there any roster issues that I need to be aware of? Can students with Individualized Education Plans (IEPs) be involved in the study? I understand that schools will be randomly assigned to implement either the Transition Math/Algebra I or Stretch Algebra curriculum. Why can’t I make the decision about which schools get which curriculum, based on what I know about the strengths and needs of my schools?
Testing and data collection How much testing is involved? Will my district get to see the results of the tests? What other data will you need from my district?
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Basic information about the study The study is intended for ninth graders who have not previously taken Algebra I.
The first strategy, which we call “Stretch Algebra,” takes an Algebra I course and “stretches it” over the entire year. This gives the teacher extra time to help students fill in some of their foundational math skills as needed. The second strategy, which we call “Transition Math/Algebra 1,” offers a first-semester math course (Transition to Advanced Mathematics) that works on students’ math reasoning, fills in gaps in foundational skills and gives them more confidence in their mathematical ability. During the second semester, these students move on to Algebra I. The two “catch up” approaches are designed for students who need extra work on mathematical reasoning and intermediate mathematical skills (e.g. operations with rational numbers, signed numbers, exponents and square roots) that are assumed by Algebra I curricula. Students who score one to four years below grade level in mathematics typically need more work on these intermediate skills to succeed in Algebra. Resources provided to participating school districts Students taking the Transition Math/Algebra I sequence will use the Transition to Advanced Mathematics (TAM) materials during fall semester. The study will provide teacher guides and classroom sets of hands-on materials keyed to specific lessons. During spring semester, students will use the district’s own Algebra I books and materials. Students taking Stretch Algebra will use the district’s Algebra I books and materials. Transition Math/Algebra I teachers will receive initial course training before the school year. Throughout the year, Instructional Facilitators from Johns Hopkins University will provide job-embedded classroom support to the program coach and teachers. In addition, teachers will preview upcoming coursework for Transition Math/Algebra I on a monthly basis. Teachers will receive weekly support from math coaches who have been trained specifically for their role. Throughout the school year, Stretch Algebra teachers will be invited to participate in professional opportunities led by Johns Hopkins University Mathematics Instructional Facilitators. Each district will be able to select the professional development topics for its Stretch Algebra teachers from a menu provided. The study provides support for a classroom coach for teachers who are implementing Transition Math/Algebra I. Participating districts can recommend strong, certified math teachers - either current staff or retired teachers - for the coaching position. The study does not support classroom coaching for the Stretch Algebra teachers, but the district may provide coaches at its discretion. No. The district can offer whichever Algebra I curriculum it chooses. If your district has not previously offered a “double-dose” Algebra I course, we can send you sample curriculum frameworks from districts that have experience with double-dosing algebra. Study details Our target number of high schools per district is six. However, if space is available, we will consider as few as two high schools per district. Schools in each district will be randomly assigned by Johns Hopkins to implement either Stretch Algebra or the Transition Math/Algebra I curriculum. If there are two schools, for example, one school will implement Stretch Algebra and the other will implement Transition Math/Algebra I. The study is designed so that both curricula are implemented in each school district. To participate, your district needs to implement the curricula and allow us to collect data for one school year. Both the Transition Math/Algebra I and the Stretch Algebra courses need to be offered for the whole school year in class periods that are 70 to 90 (consecutive) minutes in length. With reasonable exceptions, students need to stay with the same teacher for math during the whole year.
Yes, as long as they are taking mathematics in inclusion classes. However, the study is not designed for classes that are comprised entirely of students with IEPs, and such classes are not eligible to participate in the study.
It is very important to make this study a fair comparison between the two approaches. If we were to allow someone to choose which schools got which curriculum, the schools might be assigned in a biased way. By assigning schools randomly, we eliminate the possibility of making biased assignments. Testing and data collection Both Transition Math/Algebra I and Stretch Algebra students will be tested three times during the year. At the beginning of the year, students will be given two assessments that will provide baseline information on their math skills: a) the CTBS Terra Nova, to assess basic mathematics skills, and b) the Orleans-Hanna Algebra Prognosis Test, to assess algebra readiness. At the end of the first semester, students will take the CTBS Terra Nova a second time. Finally, at the end of the school year, the CTBS Algebra Assessment will be given. We will provide the district with results on the tests given at the beginning of the year (for individual students). After the conclusion of the study year, we will provide summary data for the schools indicating the amount of academic growth students experienced in 1) basic mathematical skills and 2) Algebra I. Further, we will provide summary data to the district on student responses to survey questions. We will need to access several types of data that most districts keep in data files: report card grades for mathematics and credits earned in mathematics for the study year, attendance rates, and demographics such as gender and race or ethnicity. We will need a student identifier that will allow us to match these data to test scores and to their teachers. In addition, we will offer a short student survey (approximately 2 pages) in the spring. Throughout the year, we will ask teachers to provide brief updates on the topics and skills they are covering. At least twice a year, a trained observer will visit each teacher’s classroom to make a non-evaluative observation of how the curriculum is being implemented. We may also request copies of teachers’ assessment materials and student work. We will work out an agreement with your district regarding data confidentiality and security. I don't see my question here; who can I ask for more information?
For more information, contact Phyllis Cunningham by email ( pcunningham@csos.jhu.edu) or at 410-516-0439. | 
