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Improving Teacher Quality

Teacher Efficacy Affects Math and Science Success! (TEAMSS!)

Grant Number: 08-528

Grant Award: $999,494

Duration of Project: Wednesday, October 01, 2008 - Sunday, September 30, 2012

Project Subject Areas: Math and Science

Grade Band: 3-5

Institutes of Higher Education:

  • University of California, Irvine

Local Education Agencies:

  • Compton Unified, Compton

Number of teachers/principals/highly qualified paraprofessionals participating in the project:

105

Goals:

This project intends to work in conjunction with the current K-2 SMILE in CUSD to provide a whole school approach to narrowing the achievement gap at the selected schools. It aims to increase student achievement in math, science, and English language arts using inter-related objectives that are based on “A Framework for Closing California’s Achievement Gap” (2008)--Access, Culture and Climate, Expectations, and Strategies

Activities:

The grant will serve all 3-5 grade level teachers in eight of the district’s elementary schools with a project called “Teacher Efficacy Affects Math and Science Success (TEAMSS!)”. An intensive leadership institute will prepare selected teachers as site leaders to lead Professional Learning Communities as well as summer and academic year professional development (PD).
All teachers in the treatment schools will participate in two summer institutes as well as academic year PD to increase their science and mathematics knowledge and learn how to integrate English Language Development into lessons in these content areas.
UCI is already providing math and science professional development to teachers of kindergarten through second grade in 16 Compton schools (including these 8) under a 2007 ITQ grant. Principals will receive educational leadership training and parents will be involved through family math and science nights.

Anticipated Outcomes:

  • Reduction of the achievement gaps in English language arts, mathematics, and science on CST between grades 3-5 TEAMSS! students and those less disadvantaged
  • Increase in teacher expectations of student performance and use of academic language
  • Increase in teacher confidence and classroom use of strategies aimed at raising achievement by English learners and special needs students
  • Identification of importance of PD and other intervention strategies for dissemination
  • Increase in support from principals and parents for student academic success

Contacts:

Project: Therese Shanahan, Research Director, tshanahan@uci.edu
Institute of Higher Education: Ann Miller, Co-Director, amiller@uci.edu
Institute of Higher Education: George Miller, Project Director, gemiller@uci.edu
Local Education Agency: Alane Calhoun, LEA Co-Director, acalhoun@compton.k12.ca.us

Questions, Comments, Corrections?

Send an e-mail to Teacher_Quality@cpec.ca.gov .