| dc.description.abstract | University of California, Los Angeles Mathematics Project supports pre-kindergarten - grade 12 school administrators and teachers in high-quality math instruction within low-income urban school districts with an emphasis on social justice. XX School District is Math Project’s largest partner. The Math Project - XX School District Cognitively Guided Instruction (CGI) Partnership is in its eighth year. Given that the goal is to scale to all schools in the district, Math Project would like to identify the strengths and challenges during the past seven years of the Partnership’s implementation to inform continued scaling and sustainability efforts amid ongoing changes within the XX District. This is a quality improvement project with a qualitative approach, exploring participants’ lived experience with the Partnership through 24 interviews of Math Project and District leaders, principals, teacher-leaders, support staff, and a focus group of teacher-leaders. Three factors that supported the sustaining and scaling of the CGI Partnership in XX District were: a) Ongoing support for the initiative, b) Opportunities for choice and flexibility in implementation, c) A focus on building and maintaining strong relationships to support the implementation of the initiative. This is an inflection point for Math Project in the Partnership as District leadership and policy changes threaten to outweigh the organizational strengths of the Math Project. The Partnership’s challenge is in the District internalizing the CGI initiative into District policies and practices, only then can the Partnership be considered “at scale.” | |
