Are the Math Scores of Students Who Are Taught Mathematics Utilizing the Methods Endorsed By the Alabama Math, Science, and Technology Initiative Affected?

Brenda Elise Jolly

Abstract

Eighth grade mathematics scores from 21 schools were compared pre-inception and post-inception of the Alabama Mathematics, Science, and Technology Initiative (AMSTI). Only the scores from schools which had 80% of their mathematics and science teachers trained at one Summer Institute were used, as these were considered to be true AMSTI schools. Results found the effects of AMSTI to be not statistically significant. The second part of this research was conducted based upon 256 surveys from teachers attending their second Summer Institute of ASMTI training. Results found many school systems may hamper teachers' ability to plan and execute AMSTI lessons due to non-instructional demands and local pacing guides.