SGER: Equity and Access to High-Quality Instruction in Middle School Mathematics

该SGER项目的目标是开发工具，以更好地检查学区提供的教学支持结构，以促进对表现不佳的学生，特别是非洲裔美国人（AA）和英语学习者（ELL）的高质量教学。该项目的成果是两个工具：(1)一个“良好教学+”的标题，用于编码和评估向表现不佳的学生提供的教学质量；(2)一个编码方案，用于分析记录所提供数学教学的机构设置的数据中的与公平相关的问题。pi认为，虽然教学质量评估（IQA）等工具体现了雄心勃勃的数学教学愿景，但它们支持这样一种观念，即“好的”数学教学可以平等地定义所有人。本项目的pi假设，对表现不佳的AA和ELL学生的良好数学教学需要包括通过IQA衡量的良好教学的所有方面，以及其他与教学相关的问题，如脱轨，对所有学生使用所有高质量的课程，以及针对教师的有针对性的专业发展。该项目允许pi开发和测试新工具，以适当地衡量数学教学和机构设置中与公平相关的这些重要方面。

The goal of this SGER project is to develop tools to better examine the instructional support structures districts provide to promote high-quality instruction to low performing students, particularly African American (AA) and English Language Learners (ELL). The outcomes of the project are two tools: (1) a "good instruction plus" rubric to code and asses the quality of instruction provided to low performing students and (2) a coding scheme to analyze equity-related issues in data that document the institutional settings of the mathematics instruction provided. The PIs contend that while instruments such as the Instructional Quality Assessment (IQA) embody ambitious mathematics instructional visions, they support the perception that "good" mathematics instructional can be equally defined for all. The PIs in this project hypothesize that good mathematics instruction for low-performing AA and ELL students needs to include all aspects of good instruction measured through IQA plus other instructional related issues such as de-tracking, use all high-quality curriculum with all students, and targeted professional development for teachers. This project allows the PIs to develop and test new tools to appropriately measure these important equity-related aspects of mathematics instruction and institutional setting.