Abstract
Networked improvement communities (NICs) offer an approach for administrators, researchers, content experts, and teachers to co-develop, test, and spread instructional improvements. This study analyzed the effect of teachers’ participation in a NIC on growth in their students’ mathematics achievement in comparison to teachers in the same district who received the same mathematics professional learning but did not participate in the NIC activities. We found that the students in the classes of teachers who participated in a NIC demonstrated significant improvement in mathematics in the program’s second year.
| Original language | English |
|---|---|
| Pages (from-to) | 118-132 |
| Number of pages | 15 |
| Journal | Educational Forum |
| Volume | 90 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2026 |
Keywords
- Networked improvement community
- ambitious mathematics teaching
- middle school, mathematics achievement
- professional learning
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