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International Journal of STEM Education

Table 2 Changes in student reports of instructional practices in math and science classes relative to 2011–2012, in standard deviations

From: Scaling standards-aligned instruction through teacher leadership: methods, supports, and challenges

 

Math practices

Science practices

Grades 6–8

 First year of TLIs in math

2012–2013

0.075***

0.103***

 First year of TLIs in science

2013–2014

0.054***

0.099***

 CCSS-M full implementation

2014–2015

0.163***

0.212***

 NGSS full implementation

2015–2016

0.193***

0.215***

 

2016–2017

0.197***

0.236***

2017–2018

0.307***

0.296***

Grades 9–12

 First year of TLIs in math

2012–2013

0.073***

0.019

 First year of TLIs in science

2013–2014

0.010

0.053**

 CCSS-M full implementation

2014–2015

0.056**

0.080***

 NGSS full implementation

2015–2016

0.146***

0.140***

 

2016–2017

0.135***

0.150***

2017–2018

0.203***

0.205***

  1. Note: Coefficients represent changes relative to the 2011–2012 school year from regression models that control for student gender, race, ethnicity, special education status, neighborhood poverty, social status, grade level, type of math or science course, and school fixed effects. Standard errors are clustered by school. Response rates on surveys ranged from 74 to 81%, with the number of middle-grade students in each year ranging from 49,355 to 66,975 and the number of high school students in each year ranging from 49,688 to 71,670. Math and science practices were standardized around the 2011–2012 mean and standard deviation. **p < .01, ***p < .001.
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