University Courses on
Mathematics and Science Content Knowledge

Sustainability: Accountability and Incentive Shifts

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During the Chicago Math & Science Initiative (CMSI) of 2002-2008, there were shifts in the types of incentives for schools, for teachers, and for universities to play a role in developing mathematics and science content courses for teachers.

By spring 2008, district leaders were working on a new teacher Specialization policy that would require middle grades teachers to be endorsed in core content areas. OMS leadership was engaged with other CPS leaders, lawyers, and the teachers union to define the specific policy that was approved by the Board of Education in October 2008.

By 2005, both DePaul University and Loyola University had received grants from the Illinois State Board of Education (ISBE) for the professional development of elementary teachers of math and science. They used these funds to help create master’s degrees in science education. By 2007, ISBE had altered its math and science grant program to require all grantees to create master’s degrees for either elementary school or high school teachers of math and science. By spring 2008, universities from across the state had proposed 24 master’s degree programs in math and science and had planning grants from ISBE. Five of these planning grants went to three universities in Chicago that were partnering with CPS: DePaul University, Illinois Institute of Technology, and Loyola University.

Table 14 Number of district-supported classes offered per academic year by university

University 2001-2002
courses
2002-2003
courses
2003-2004
courses
2004-2005
courses
Total number of courses offered % of total courses offered
Univ A 21 22 27 31 41 42.1%
Univ B 3 2 13 24 42 17.5%
Univ C 6 5 15 13 39 16.3%
Univ D 0 0 5 11 16 6.7%
Univ E 1 0 0 14 15 6.3%
Univ F 1 3 4 5 13 5.4%
Univ G 3 6 0 0 9 3.8%
Univ H 0 2 0 0 2 <1%
Univ I 0 1 0 0 1 <1%
Univ J 2 0 0 0 2 <1%
Total 37 41 64 98 240 100%

In evaluating this part of the reform effort, course instructors were asked to discuss the advantages of their participation for themselves and for their university. Among the benefits mentioned were:


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