Leadership and Organizational Practices to Support Upper Elementary Student Proficiency in Mathematics
Abstract
A Title I elementary school in New York City faced a challenge in supporting students in Grade 3 to Grade 5 who did not meet state proficiency standards in mathematics. The student body of approximately 300 was 80% Black and Brown students, with 40% of students identified as English language learners or students with disabilities. The assistant principal set out to decrease the percentage of students in testing grades who were not proficient in math by 10% by August 2024. The research is grounded in Gholson et al.’s stance on “Black Excellence.” Using an improvement science approach, four primary drivers were identified: (a) improving students’ familiarity with different strategies for solving math problems, (b) increasing the quality of student discussions in class, (c) instilling confidence in students and developing a positive attitude towards math, and (d) strengthening targeted support in math in testing grades. The primary change idea was to implement the Illustrative Mathematics curriculum that includes problem–solving strategies, instructional routines, and the use of culturally responsive pedagogy during instruction. Teachers engaged in professional learning supported by coaching and mentoring. The assistant principal engaged in structured leadership reflection using Drago–Severson’s Pillars of Adult Learning Theory. The study generated four conclusions: (a) teachers need ongoing professional development, (b) it is critical to continue to engage in culturally responsive pedagogy and math professional learning, (c) it was effective to add an additional math period, and (d) it is important to provide adults with leadership roles and for educational leaders to mentor teachers and staff.
Subject Area
Educational leadership|Education|Elementary education|Mathematics education
Recommended Citation
Dickerson, Jermaine D., "Leadership and Organizational Practices to Support Upper Elementary Student Proficiency in Mathematics" (2024). ETD Collection for Fordham University. AAI31293198.
https://research.library.fordham.edu/dissertations/AAI31293198
