California Department of Education
Mathematics and Reading Professional Development Program (AB 466)
Executive Summary
July 2005
The attached report, Mathematics and Reading Professional Development Program Final Report, was required by Assembly Bill (AB) 466 (Chapter 737, Statutes of 2001) for submission to the Legislature by July 1, 2005. On July 7, 2005, the State Board of Education (SBE) reviewed this report, which contains the following information:
- The number of teachers by credential type, who have received training;
- The professional development providers that have received funds for the purpose of offering training, and the number of teachers trained by each provider;
- Information detailing the effectiveness of the program;
- Information detailing the retention rate, by credential type, of teachers who participated in the training.
The Mathematics and Reading Professional Development Program has been in operation for three years. During this time, the SBE has approved 375 local educational agencies to participate in the program. As of June 16, 2005, 75,109 teachers (duplicated count) have participated in AB 466-supported professional development opportunities. Approximately 86 percent completed professional development in reading and 14 percent completed professional development in mathematics.
It appears, in general, that AB 466 training has been favorably received by both reading and mathematics teachers and principals throughout California. A sample of 28 school districts throughout the state participated in a study of program effectiveness. Nearly half of the teachers participating in the reading training (46 percent) found the training to be “Very” effective, and another 40 percent “Somewhat” effective. In mathematics, 44percent of the teachers found the training to be “Very” effective, and 36 percent “Somewhat” effective.
Teacher comments were also elicited by open-ended questions. In reading, 39 percent of the comments called for less lecture and more demonstration lessons, modeling, time for lesson planning, collaboration, videos, and interactive time with colleagues. In mathematics, approximately 28 percent of the comments requested more hands-on activities, more lesson modeling, more collaboration, and more grade-level discussions.
Data were also collected for estimates on the impact of AB 466 training on the rates at which teachers who participated in the training remained in teaching. In general, 95.8percent of those teachers are continuing in their teaching careers.
In summary, AB 466 has been rated highly by both teachers and principals. To determine the effect of this materials-based professional development on student achievement, however, an in-depth, sophisticated study would need to be completed, taking into account the degree to which teachers implemented what they learned in the training, and tracking student achievement over time.
