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School Overview

PS 147 Issac Remsen is an elementary school located in Brooklyn, NY, in the New York City (NYC) District # 4. The school serves a total of 245 students in grades PK-5 with a total faculty of 25 educators. The school is comprised of a diverse student body including 56% of students of Hispanic descent and 42% Black students. Ninety-five percent of students in the school are eligible for Free/Reduced Lunch.1 Twelve percent of students in the school are identified as Limited English Proficient (LEP) with 11% of students having a learning disability. 2

Reasoning and Connections, express ways utilize said math

Proof, Communication, and Representation) students acquire and knowledge.5

To gauge student progress toward these standards, the math assessment contains approx. 30-45 multiple choice items, as well as various short response items and long response items in which students compute their own responses as well produce their own work, such as creating graphs.

New York State Assessments


The New York State Assessment Program (NYSTP) was developed to assess students progress toward New York State Learning Standards.3 As part of the states adoption of the Common Core State Standards, since 2010 New York has been improving their assessment program to reflect increased rigor and college and career readiness expectations of students at all grade levels.4 For Mathematics, the NYSTP administers yearly assessments at grades 3-8. These tests are designed to measure gradelevel mathematics expectations in Conceptual Understanding, Procedural Fluency, and Problem Solving. To demonstrate these abilities, students must demonstrate their proficiency in both Content Standards and Process Standards. The five Content Standards (Number Sense and Operations, Algebra, Geometry, Measurement, and Statistics and Probability) explicitly describe the grade-level expectations for students knowledge of mathematics, whereas the five Process Standards (Problem Solving,
1

In New York, students test scores can be categorized into one of four levels of mastery: Below Standard (Level 1), Meets Basic Standard (Level 2), Meets Proficiency Standard (Level 3), and Exceeds Proficiency Standard (Level 4).

Student Success with Go Math

To assess if implementing HMH Go Math had an impact on learning, student test scores from the Spring of 2011 (prior to using the program) and the Spring of 2012 (after the first year of usage) were obtained for students at PS 147 Issac Remsen at grades 3, 4, and 5. These findings are presented in Figure 1.

Figure 1

Data based on 2011 School Year and obtained from National Center for Education Statistics (http://nces.ed.gov/ccd/schoolsearch/). 2 https://reportcards.nysed.gov/counties.php?year=2011 3 http://www.p12.nysed.gov/ciai/ 4 4 http://www.p12.nysed.gov/irs/pressRelease/20120717/home.html

http://www.p12.nysed.gov/ciai/mst/math/standards/

80%

79% 74%

70%
60% 57% 59% 56%

60%

50%

40%

Grade 3

Grade 4

Grade 5

2011Percent

2012Percent

Percent of Students at Levels 3/4

The comparison of achievement scores revealed that at all grade levels examined, the percentage of students that Met or Exceeded the state Mathematics standards were greater in 2012, after using Go Math, than the previous year with an average gain of over 13%.

Conclusion
This one-year examination of an implementation of HMH Go Math revealed that the program was associated with increased mathematics performance. This case study provides evidence that Go Math is an effective math program.