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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.

This report provides a description of the development process, field testing, and psychometric properties of the fall 2015 grades 3-5 Elementary Mathematics Student Assessment (EMSA), a student mathematics test designed to be administered in a whole-group setting to students in grades 3, 4, and 5. The test was administered to 2,614 participating grade 3, 4, and 5 students in 266 classrooms located in 10 public school districts in Florida during fall 2015. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement for use as a covariate in a randomized controlled trial evaluating the impact of a teacher professional development program on student learning. [This report was prepared by the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM) within the Learning Systems Institute.]

The following report describes an assessment instrument called the Mathematics Performance and Cognition (MPAC) interview. The MPAC interview was designed to measure two outcomes of interest. It was designed to measure first and second graders' mathematics achievement in number, operations, and equality, and it was also designed to gather information about students' cognitive processes while they solved mathematics problems. The current report focuses on the content of the 2015 MPAC interview, interview protocol, scoring procedures, and psychometric properties for the achievement focus of the MPAC Interview. The 2015 MPAC interview was administered to 856 students in spring 2015 in 22 schools located in two public school districts in a single state in the southeastern U.S for the purpose of evaluating the impact of a teacher professional development program on student achievement, cognition, and understanding in the domain of number, operations, and algebraic thinking in mathematics. Nonetheless, we expect the interview data and protocol to be usable in other ways to make a broader contribution in various aspects of mathematics education research. [For the previous report, "Mathematics Performance and Cognition (MPAC) Interview: Measuring First- and Second-Grade Student Achievement in Number, Operations, and Equality in Spring 2014. Research Report No. 2016-01," see ED577242.]

The Early Fractions Test is a paper-pencil test designed to measure mathematics achievement of third- and fourth-grade students in the domain of fractions. The purpose, or intended use, of the Early Fractions Test is to serve as a student pretest covariate and a test of baseline equivalence in the larger study. In this report, we discuss our exploration of options for scoring and data modeling and make recommendations for optimal scoring and data modeling procedures. We also report on the results of data modeling, including analyses of dimensionality, scale reliability estimates, the intraclass correlation coefficient for the 66 schools represented in the sample, and the percentage of the variance in student achievement as measured by the end-of-year mathematics test that is explained by their scores on this beginning-of-year test.

This report provides an overview of the development, implementation, and psychometric properties of a student mathematics interview designed to assess first- and second-grade student achievement and thinking processes. The student interview was conducted with 622 first- or second-grade students in 22 schools located in two public school districts in a single state in the southeastern U.S. during spring 2014. Focused on the domain of number, operations, and equality, the student interview was designed (a) to measure student achievement in mathematics and (b) to gather information about the strategies students use to solve the mathematics problems. Because the interview was designed for both of these purposes, we call it the Mathematics Performance and Achievement (MPAC) interview.

This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,535 participating grade K, 1, and 2 students in 66 schools located in 9 public school districts in Florida during spring 2016. Focused on number, operations, and equality, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.

This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades K, 1, and 2 student abilities. The test was administered to 4,486 participating grade K, 1, and 2 students in 67 schools located in 10 public school districts in Florida during fall 2015. Focused on counting, word problems, and computation, the student assessment was designed to serve as a baseline measure of student achievement for use as a covariate in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.

This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 1 and 2 student abilities. The test was administered to 2,373 participating grade 1 and 2 students in 22 schools located in 2 public school districts in Florida during fall 2013. Focused on counting, word problems, and computation, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.

The subject of this report is a pair of written, group-administered tests designed to measure the performance of grade 1 and grade 2 students at the beginning of the school year in the domain of number and operations. These tests build on previous versions field-tested in fall 2013 (Schoen, LaVenia, Bauduin, & Farina, 2016). Because the tests are designed to be a measure of student achievement in elementary mathematics, we call them the Elementary Mathematics Student Assessment (EMSA) tests. The EMSA tests were designed to serve as a covariate for students' baseline performance in statistical models estimating the impact of a teacher professional-development program on student achievement in mathematics. This report is written for researchers and evaluators who may be interested in using the tests in the future or who wish to know about the psychometric properties of the tests. The 2014 EMSA tests were administered with 3,080 participating grade 1 and grade 2 students in 22 schools located in two public school districts in Florida during fall 2014. The tests were administered by classroom teachers in a whole-class setting using a paper-pencil format. The school districts were implementing a curriculum based on the Mathematics Florida Standards, which are very similar to the Common Core State Standards for Mathematics. To generate overall test scores, we first regressed three first-order factors (i.e., Counting, Word Problems, Computation) onto a single second-order factor (i.e., Math). The second-order Math factor score is intended to serve as the overall achievement score on the test. Model fit statistics for the grade 1, second-order model are as follows: ?[superscript 2](149) = 1715.379, p < 0.001; RMSEA = 0.081, 90% Confidence Interval (CI) [0.078, 0.085]; CFI = 0.916; and TLI = 0.904. Grade 2 model fit statistics are: ?[superscript 2](167) = 532.780, p < 0.001; RMSEA = 0.038, 90% CI [0.035, 0.042]; CFI = 0.968; and TLI = 0.964. A composite reliability estimate for the Math factor based on ordinal forms of Cronbach's a was used to estimate reliability for the three subscales, resuting in a grade 1 math composite reliability estimate of 0.88 and a grade 2 math composite reliability estimate of 0.91. Regression results suggested that the fall 2014 EMSA Math score was a moderate to strong predictor of students' scores on the ITBS Math Problems test administered in spring 2015, where an R[superscript 2][subscript Adjusted] of 0.45 was found for grade 1 and an R[superscript 2][subscript Adjusted] of 0.55 was found for grade 2. The fall 2014 EMSA Math scores provided more modest predictive power with the spring 2015 ITBS Math Computation test, where an R[superscript 2][subscript Adjusted] of 0.28 was found for grade 1 and an R[superscript 2][subscript Adjusted] of 0.36 was found for grade 2. These relations were statistically significant at p < 0.001. The two test forms were not vertically equated, but vertical equating is a natural next step for test development. To maintain test security, the details of the mathematics problems posed to students are not provided in this report. Interested parties may contact the first author for more information.