Model Project to Increase Mathematics Achievement at the Secondary School Level

August 1st, 1986 - July 31st, 1991 | PROJECT

This project will test an instructional strategy designed to increase the pool of minority students who are successful in their study of algebra and higher mathematics courses. Since 1979, the Comprehensive Math and Science Program at Columbia University has been developing an instructional model designed to give all entering ninth grade students the opportunity to work to their highest level of capacity in mathematics. Key features of the model are a zero-based start, which makes no assumptions on students' prior mathematics background, and a complementary curriculum, which provides a set of parallel, interlocking mathematics courses that substantially increases the rate of mathematics instruction over a four semester period. Preliminary tests of the model in New York City schools have yielded encouraging results. In the current project, the instructional materials will be completed and the model will be extensively tested in New York City and in Fulton County, Georgia. The testing will be accompanied by the development of an apprenticeship model for teacher training, which will pair new teachers with experienced teachers in the interlocking courses of the program.

Project Website(s)

(no project website provided)

Team Members

Gilbert Lopez, Principal Investigator, Columbia University


Funding Source: NSF
Funding Program: IMD
Award Number: 8651523
Funding Amount: 726226


Audience: Educators | Teachers | Evaluators | Youth | Teen (up to 17)
Discipline: Education and learning science | Mathematics
Resource Type: Project Descriptions
Environment Type: Informal | Formal Connections | K-12 Programs | Professional Development | Conferences | Networks | Professional Development and Workshops