Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens

Abstract

Using Activity Theory as both the theoretical and analytical framework, this study investigated whether participation in the Math Science Partnership of Greater Philadelphia (MSPGP) had any relationship with changes in PSSA scores and math course taking patterns for students attending 23 partner district high schools. Participation included time spent attending professional development provided by the MSPGP and the level of engagement that a district had with the partnership. Results showed significant gains in PSSA achievement overall (t = 4.03, df = 22, p = .001) and for African American students in particular (t = 2.53, df = 13, p = .025). These results are similar to statewide results in Pennsylvania. The biserial correlation showed a relationship between the overall improvement in PSSA scores and the level of professional development in which schools participated (rp = .62, p < .05). Results also showed a significant gain in higher level math course completions for Latino/a students (t = 3.08, df = 19, p = .006). Although the gain in PSSA scores was not significant for Latino/a students, it was strongly correlated with the level of engagement schools had with the MSPGP (rp = .90, p < .05). Course completions, both overall and higher level, increased for the majority of schools. Achievement gaps persist for many of the schools even though the majority of African American and Latino/a students had increases in PSSA achievement as well as increases in course completions. The study also investigated whether other independent school district variables had any relationship with changes in outcomes. Results of the Pearson Correlation showed a significant relationship between the use of reformed curriculum and changes in PSSA achievement (r = .43, p = .04).