Milwaukee Mathematics Partnership Phase II: Sharing in Leadership for Student Success

密尔沃基数学伙伴关系（MMP）始于2003年，旨在提高密尔沃基公立学校学生的数学成绩，并提高学生向大学数学过渡的成功率。威斯康星大学-密尔沃基分校、密尔沃基公立学校和密尔沃基地区技术学院巩固了他们作为核心合作伙伴的持续承诺，这是一个大型城市地区、一所四年制城市大学和一所两年制技术学院之间的独特合作。学生的成绩在大多数年级都有所提高，同时州和地区之间的差距也有所缩小。评估表明，通过数学框架和学校学习团队和数学教师领导的分布式领导来建设学校能力，与提高学生成绩有关。第一个主题是通过不同的数学教师领导模型对学校专业团体和学生成绩的影响，分布式领导的持续研究。MMP发起了教师领导的无释放时间模式，并正在过渡到部分释放时间模式，资金来自威斯康星州州长办公室。第二个研究领域是学生向中学后数学的过渡。MMP将研究一个新的地区中学后数学准备考试对高中课程入学率和中学后安置到补救和非补救课程的影响。第三个领域是专注于发展数学知识的教学副教师，教师领导和课堂教师，并将检查这种知识的关系，教师领导的做法，教学实践和学生学习。

The Milwaukee Mathematics Partnership (MMP) began in 2003 with the aim of improving mathematics achievement for the students in the Milwaukee Public Schools and increasing students' success in transitioning to college mathematics. The University of Wisconsin-Milwaukee, the Milwaukee Public Schools, and the Milwaukee Area Technical College have solidified their continued commitment as core partners to this unique collaboration among a large urban district, a four-year urban university, and a two-year technical college. Student achievement has increased in most grade levels with an accompanying decrease in the gap between state and district proficiency. Evaluations indicate that building school capacity through a math framework and distributed leadership via school learning teams and math teacher leaders is associated with improved student achievement.Phase II will investigate three specific research topics. The first topic involves continued study of the impact of distributed leadership through varied mathematics teacher leader models on school professional communities and on student achievement. The MMP initiated a no-release time model of teacher leaders and is transitioning to a partial-release time model with funds from the Office of the Wisconsin Governor. A second area of research is the transition of students to post-secondary mathematics. The MMP will study the impact of a new district post-secondary mathematics readiness exam on high school course enrollments and post-secondary placements into remedial and non-remedial courses. The third area is focuses on the development of mathematical knowledge for teaching in preservice teachers, teacher leaders, and classroom teachers and will examine the relationship of this knowledge to teacher leader practice, instructional practice, and student learning.