Engaging Students in High School Algebra - The Better Math Teaching Network - Summative Developmental Evaluation Report - Summer 2021

Oct 15, 2026

Summative developmental evaluation of the Better Math Teaching Network (BMTN) examines how a networked improvement community (NIC) was initiated, developed, and disseminated from 2016 to 2021. Conducted by Partners for Network Improvement (PNI) based at the University of Pittsburgh, the study embeds an evidence-based critical friend perspective and tracks NIC growth as a learning organization. Focused outcomes include educator learning, instructional change, and increased student engagement in Algebra I. The report also advances evaluation models for improvement processes in education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages43

Reading Time1 h 48 min

AccessFree to download

The Better Math Teaching Network

Unique Challenges of Instructionally Focused NICs

Designing an Instructionally Focused NIC

Building a Learning Organization

Designing for Educator Learning

Optimizing Systems for Instructional Change

Participating in the Network Influenced High School Math Teachers

BMTN Teachers Reported Increased Student Engagement in Algebra

Conclusion

References

Appendix: Data Collection

Engaging Students in High School Algebra: The Better Math Teaching Network Summative Developmental Evaluation Report Summer 2021 AUTHORED BY Jennifer Zoltners Sherer Jennifer Lin Russell Jennifer Iriti Rosemary McNelis Christopher Matthis Stacy Monosmith Partners for Network Improvement (PNI) is a research and evaluation group based at the University of Pittsburgh’s Learning Research and Development Center. Led by Jennifer Russell, one of the key developers of the Network Improvement Community Development Framework, PNI both leads networks and supports network leaders in their work to design, implement, and adapt improvement networks. Developmental evaluation is one tool PNI uses to help network leaders develop strong improvement networks. Developmental Evaluation Although industries such as healthcare have used improvement science for decades, the use of improvement science and networked improvement communities is relatively new in education. Because this work is complex and innovative, and because improvement science by nature requires rapid tests of change, adaptation to context, and systems thinking, the Nellie Mae Education Foundation invested in an intensive developmental evaluation of the Better Math Teaching Network (BMTN) . PNI conducted a developmental evaluation that studied and supported the networked improvement community’s (NIC) initiation, development, outcomes, and dissemination of lessons learned. PNI’s developmental evaluation of BMTN aimed to: • Infuse an evidence-based critical friend/thought partner perspective into the network development process • Track growth and the development of the NIC as a learning organization • Produce useable knowledge for the education field and specifically for other educators, policymakers, funders, and researchers interested in the NIC model as a way to organize for improvement and address high-leverage practical problems • Advance the evaluation field by testing and refining models for evaluating improvement processes and NICs in education contexts Acknowledgements We would like to thank the BMTN hub leaders and the 62 teachers who opened their practice and their learning spaces, and welcomed us in. We are inspired by their love of math, passion for students, and desire to never stop improving. Table of Contents The Better Math Teaching Network .......................................... 5 Unique Challenges of Instructionally Focused NICs ...........................6 Designing an Instructionally Focused NIC .................................... 7 Building a Learning Organization ............................................ 10 Designing for Educator Learning ............................................ 19 Optimizing Systems for Instructional Change .............................. 25 Participating in the Network Influenced High School Math Teachers ........ 28 BMTN Teachers Reported Increased Student Engagement in Algebra ...... 34 Conclusion ................................................................ 41 References ................................................................ 42 Appendix: Data Collection ................................................. 42 Figures Building a Learning Organization Figure 1. Teachers shared with and learned from each other .................................... 13 Figure 2. Network growth over time ........................................................... 14 Figure 3. Teachers agreed that they were onboarded successfully .............................. 15 Figure 4. Teachers agreed that the BMTN had diversity in membership ......................... 15 Figure 5. Knowledge management grew over time ............................................. 17 Figure 6. Teachers recognized a growing evidence-based culture ............................... 18 Designing for Educator Learning Figure 7. Teachers who joined the BMTN later reported fewer measurement chall

FAQs

What was the purpose of PNI’s developmental evaluation of BMTN?

It studied and supported the NIC’s initiation, development, outcomes, and dissemination of lessons learned, with goals that included strengthening evidence-based decision-making and producing usable knowledge for education stakeholders.

How does the report describe BMTN’s core approach to high school Algebra teaching?

BMTN aimed to transform high school mathematics instruction by making Algebra I classes more student centered through collaboration between researchers and teachers.

What student learning impact does the report highlight for Algebra?

It reports that BMTN influenced teachers’ ability to engage more students, engage different students, and engage marginalized students, with teacher-reported effects on students’ engagement in algebra.

Oct 15, 2026

Uploaded by Riley West