| As a result of the No Child Left Behind Act, passed by Congress in 2002, public school districts are being held more accountable in the core subjects of mathematics and reading. By 2014, schools across America are required to have all students meeting the level of proficiency on a high-stakes assessment. Schools serving at-risk students are finding it increasingly difficult to meet this guideline, especially in the area of mathematics.;This qualitative case study was conducted in a Kansas public school district successful at improving elementary mathematics with at-risk students. The methodology included a conversational interview with the superintendent. In addition, standardized open-ended interviews were conducted with the assistant superintendent for curriculum and instruction, director of elementary education, coordinator of Title I services, five building administrators and twenty classroom teachers. Observations were completed in four elementary classrooms and two district-level administrator meetings. Document collection was conducted to complete triangulation.;The researcher open coded the raw data, which led to a selection of axial codes. The axial codes were analyzed and a diverse lists of selective codes, or major trends, emerged from the data analysis from the three groups of participants. The data supported the school district's reform efforts and emphasis on administrator and teacher best practices to improve elementary mathematics. Changes occurred in the school district, including the implementation of effective and ongoing professional development and teacher training, the development of an aligned, standards-based curriculum, and a focus on research-based teaching strategies and techniques. Furthermore, the school district implemented the Everyday Math program to be utilized as a framework for improving mathematics achievement in the elementary schools.;Chapter Four provides a detailed account of the findings, including direct quotations from the superintendent, district personnel, building administrators and classroom teachers. Chapter Five discusses the four primary influences found in the study, including (1) leadership, (2) accountability, (3) collaboration, and (4) paper-based instructional technology. Recommendations to the field and recommendations for further research are also included.;An underlying theme supported by the data, axial codes and selective codes was the significance of the classroom teacher. Specifically, the classroom teachers in this case study provided leadership and demonstrated the willingness to change and meet the needs of all students. The attitude of teachers and their desire to significantly improve student learning was imperative to the case study school district's reform efforts.;The four elementary schools serve a seventy-percent free and reduced student population. Although serving at-risk students, these elementary schools had earned the Kansas Standard of Excellence Award for student performance on the 4th grade state mathematics assessment in 2002 and 2003. In 2004, all thirteen elementary schools in the case study school district earned the Standard of Excellence Award. Schools needing to improve elementary mathematics achievement will benefit from this research. |
