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• Abstract
• Systemic Nature of Reform in Chicago >
  • How Systemic?
  • Studying the Systemic
• History and Context >
  • Timeline for Education Reform in Chicago
  • 1988 and Local Control of Education
  • 1994 Chicago Urban Systemic Initiative
  • 2000 Chicago Urban Systemic Program
  • 2002 CUSP to OMS to CMSI >
    • CMSI Logic Model
• Professional Development on Use of Instructional Materials >
  • Context >
    • What the Literature Tells Us
    • Teacher Recertification and Endorsement Policies
    • Changes in Professional Development Coordination
  • Aims, Actions, Adaptations >
    • Workforce Development and
      CMSI Professional Development >
      • Professional Development
        Leaders (PDLs)
    • The SEPUP Professional
      Development Story
    • Improved Instruction and
      CMSI Professional Development
    • Coherent Policies and
      CMSI Professional Development
  • Sustainability >
    • Scale: Developing Internal Scheduling and Databases
    • Fiscal and Personnel Stability
    • Teacher Buy In
• In-School Instructional Support >
  • Context >
    • What the Literature Tells Us
    • Some Contextual Factors Affecting
      the In-School Instructional
      Support Strategy's Design
  • Aims, Actions, Adaptations >
    • Original In-School Instructional Support Roles
    • The Strategy Within the CMSI Theory of Action
    • Initial Successes and Challenges
  • Sustainability
• Standards-Based Instructional Materials >
  • Context >
    • What the Literature Tells Us
    • Policies and Practices
  • Aims, Actions, Adaptations >
    • Improved Instruction and Standards-Based
      Instructional Materials
    • Workforce Development and
      Standards-Based Instructional Materials
    • Coherent Policies and
      Standards-Based Instructional Materials >
      • An Example of
        Assessing Teacher Learning
  • Sustainability
• University Courses on Mathematics and Science Content Knowledge >
  • Context >
    • What the Literature Tells Us
    • Supply and Distribution of Endorsed
      Math and Science Teachers
    • University Participation
    • Funding Availability
  • Aims, Actions, Adaptations >
    • Coherent Policies and
      University Courses Related
      to Teacher "Highly Qualified" Status
    • Meeting Workforce Needs
      for Content Knowledge
    • Improved Instruction
  • Sustainability >
    • Partnership Model Shifts
    • Funding Shifts
    • Accountability and Incentive Shifts
• Student Assessment and Program Evaluation >
  • Context:
    Measuring Student Achievement
  • Context:
    Role of Program Evaluation
  • Aims, Actions, Adaptations >
    • Improved Instruction
    • Workforce Development
    • Coherent Policies
  • Sustainability
• Outcomes >
  • Student Outcomes >
    • ISAT Studies >
      • ISAT
      • Types of ISAT Studies >
        • CMSI Research
          Summaries
        • CMSI %ME
          Longitudinal
          Studies Report
        • Effect Size Studies
        • Controlled Regression
          Studies
        • Professional Development
          Studies
        • Citywide Math
          Specialist Studies
        • Cross Study Implications
    • High School Algebra I
      for Middle Grades Studies
    • High School
      Student Outcomes
• References

Outcomes

Student Outcomes

High School Student Outcomes

Researchers have paid much less attention to the reform's impacts on high school students. This may be partly due to the district organizational change in 2005 that shifted control of high school mathematics and science from the Office of Mathematics and Science. As a result, CMSI focused exclusively on grades K-8. In addition, methodological challenges due to the state of high school assessments^cite  and the nature of course grades^cite  made statistical analyses at the high school level particularly challenging. However, preliminary evidence indicates the reform effort has had some impact on the equity of students' access to higher level mathematics and science coursework. For example, enrollment in AP mathematics and science courses increased dramatically (107%; from 1763 students to 3650) from 2000-01 to 2005-06, while the percentage of AP test takers scoring '3' or above has fluctuated within a narrow range (35.9% ± 3.7%). There is currently limited evidence of the impact on students' test performance or grades.