Skip to main content

Welcome, the Hub connects all projects

RETA Workshops

MSP Evaluation Summit II: Evidence-Based Findings from MSPs

Sponsors: Consortium for Building Evaluation Capacity (Utah State University) and the Adding Value to the Mathematics and Science Partnerships Evaluations (University of Wisconsin-Madison) RETA projects.

Meeting Purpose: The purpose of this meeting was to provide an opportunity for NSF-funded MSP principal investigators, evaluators, researchers, project leadership, and graduate researchers to report findings from their work. Department of Education state-level MSP leaders were encouraged to attend. The first cohort of NSF MSPs is completing its fourth year, while other MSPs are completing third and second years. The evaluators of these MSPs have developed and implemented research designs, evaluated project implementation and outcomes, collected and sifted through evidence, and are drawing findings from their efforts. RETA researchers have been immersed in studying significant design, implementation, measurement, and evaluation questions. This summit meeting provided an opportunity for MSP project leadership, evaluators, researchers, and STEM faculty to showcase their work and to engage in dialogue on key issues related to evaluating MSPs.

Meeting Agenda: View the agenda for this meeting

Papers presented at this conference:

D. Huinker

Measuring Mathematical Knowledge for Teaching: Measurement and Modeling Issues in Constructing and Using Teacher Assessments
Huinker, Sass and Walker
(MSP: Milwaukee Mathematics Partnership: Sharing in Leadership for Student Success) 


The Veritable Quandary of Measuring Teacher Content Knowledge
Basile, Koellner, Kimbrough, Jacobson, Morris, Heath, and Lakshmanan
(MSP: Rocky Mountain Middle School Mathematics and Science Partnership: 15 Months to Highly Qualified)

I. Weiss

 Deepening Teacher Content Knowledge for Teaching: A Review of the Evidence
Weiss and Miller (RETA: Knowledge Management and Dissemination for the MSPs, Horizon Research)

J. Smithson & R. Blank

Indicators of Quality of Teacher Professional Development and Instructional Change Using Data from Surveys of Enacted Curriculum: Findings from NSF MSP-RETA Project
Smithson and Blank (RETA: Longitudinal Design to Measure Effects of MSP Professional Development in Improving Quality of Instruction in Mathematics and Science Education, CCSSO)

J. Monsaas

Engaging Higher Education Faculty in K-16 Learning Communities to Improve Teaching and Learning in Science and Mathematics in the K-12 Schools
Monsaas (MSP: Partnership for Reform in Science and Mathematics (PRISM), Georgia)

S. Olitsky

Increasing Teacher Content Knowledge through STEM Faculty Involvement
Olitsky (MSP: The Mathematics and Science Partnership of Greater Philadelphia, MSPGP)


Focused Mathematics Professional Development Results in Student Achievement Gains
Lamm and Sloan (MSP: Alliance for Improvement of Mathematics Skills in PreK-16, Texas)


VMP Evaluation Findings Related to Changes in Teaching Practice, Drawn from Qualitative Focus Group Data
Nolte and Harris (MSP: Vermont Mathematics Partnership)

B. Saylor

Using Data to Guide Mathematics Reform within a K-12 District
Saylor and Apaza (MSP: PRIME: Promoting Reflective Inquiry in Mathematics Education, South Dakota)

X. Zhang & J. McInerney

Exploration of the Process and Impact of STEM Faculty Involvement
Zhang and McInerney (RETA: The Effect of STEM Faculty Engagement in MSP: A Longitudinal Perspective, Westat)

D. May

Networking Among VIP Participants: Innovative Survey Research on New Collaborative Relationships
Parsad, Frechtling, Shapiro, and May (MSP: Vertically Integrated Partnerships K-16, VIP K-16, Maryland)

J. Steele & V. Williams
Professional Development Participation and the Role of Administrator Involvement in the MSP of Southwest Pennsylvania
Steele, Pane, Williams, and Olmsted (MSP: MSP of Southwest Pennsylvania)

J. Arce

Teachers’ and Students’ Learning With Understanding in Science and Mathematics: Methods and Results from PRMSP/Alacima
Bravo and Arce (MSP: Puerto Rico Mathematics and Science Partnership)

R. Atwood

Pre-service Elementary Teachers’ Understanding of Standards-based Magnetism Concepts
Atwood and Christopher (MSP: Appalachian Mathematics and Science Partnership, Kentucky)


Evaluation of the Greater Birmingham Mathematics Partnership (GBMP):  A Comprehensive Approach to Evaluating Changes in Teachers’ Mathematics Understanding
Cochran (MSP: A Greater Birmingham Partnership: Building Communities of Learners and Leaders in Middle School Mathematics, Alabama)

S. Millar

Magic or Mirrors? Questions about Partnership as a Construct Arising from Micro-Level Case Analysis
Clifford, Millar, Tran and Hora (MSP: System-Wide Change for all Learners and Educators (SCALE), Wisconsin)

C. Landel

Emerging Conceptions of Effective K-12-Higher Education Partnerships
Landel and Ohana (MSP: North Cascades and Olympic Science Partnership, Washington)

C. Kutal & N. Vandergift

Developing a Reward Structure for Higher Education Faculty Involvement in K-12 Schools
Kutal, Butler, Connor, Ellett, Henry, Hessinger, Kettlewell, Kozaitis, Miller, Rich, Vandergrift, and Zinsmeister (MSP: Partnership for Reform in Science and Mathematics, Georgia)

S. Benson

Report on Course and Curriculum Changes in Math and Science Partnership (MSP) Programs
Shapiro, Benson, Maloney, Frank, Dezfooli, Susskind, and Muñoz (MSP: Vertically Integrated Partnerships K-16, VIP K-16, Maryland): Change and Sustainability in Higher Education (CASHÉ)

S. Meyer & J. Sutton

Linking Teacher Characteristics to Student Mathematics Outcomes:  Preliminary Evidence of Impact on Teachers and Students after Participation in the First Year of the Math in the Middle Institute Partnership
Meyer and Sutton (Math in the Middle Institute Partnership, RMC Research)


The Milwaukee Mathematics Partnership: A Path Model for Evaluating Teacher and Student Effects
Hanssen (MSP: Milwaukee Mathematics Partnership: Sharing in Leadership for Student Success)

T. Shanahan

 Continued Integration of Curriculum Guides, Quarterly Benchmark Assessments, and Professional Development to Improve Student Learning in Mathematics and Science
Shanahan, Mann, and Manrique (MSP: University of California, Irvine FOCUS)

P. Odell

The Use of Various Types of Evidence in MSP Evaluations:  A Case Study.
Odell (MSP: Texas Middle and Secondary Math Project)

M. Ziolo-Royer

Impact of a Hands On Science Outreach Program on Student Interest in Science
Peyrot and Ziolo-Royer (MSP: UMBC-BCPS STEM Project, Maryland)

J. Altschuld

Evaluating a Minority STEM Retention Project: Evaluation Issues in Working in a Consortium and Numbers Don’t Tell the Whole Story
Altschuld, White, and Lee (RETA: USU’s RETA Advisory Committee)

D. Huinker

How Valid is Self-Report Survey Data Obtained from School District Personnel?
Walker, Gosz and Huinker (MSP: Milwaukee Mathematics Partnership: Sharing in Leadership for Student Success)

R. Torres

Evidence-Based Decision Making to Support Teacher Learning in the Mathematical ACTS MSP
Torres, Bocian, and Bryant (MSP: Mathematical Acts, California)

Development and Use of a Science Lesson Plan Analysis Instrument for Evaluating Teacher Practice and Informing Program Instruction
Jacobs and Otieno (University of Pennsylvania Science Teacher Institute)

R. Heaton & D. Hartman

A Study of Middle Level Students’ Mathematical Understanding Using Alternative Assessments
Heaton and Hartman (Math in the Middle Institute Partnership, Nebraska)

D. Weaver
Assessing the Quality and Quantity of Student Discourse in Mathematics Classrooms: Year 1 Results
Weaver and Dick (Oregon Mathematics Leadership Institute)