Exemplary Mathematics Programs

In Stories of Excellence (1987), Mark Driscoll and his colleagues offer ten case studies of exemplary mathematics programs at an elementary school, a middle school, and eight high schools. Based on their research, Driscoll and his colleagues have developed the following list of factors associated with excellence in precollege mathematics programs:

• The community values mathematics achievement and these values are effectively communicated to students - the students want to learn.

• Homework plays an important role - in amount and frequency, in feedback given, and in its connection to classroom practice.

• The whole program is structured, and understood by staff and students, so that students can and do move flexibly within an array of courses and levels to maximize success.

• The curriculum has the blessings of the mathematics staff. If they have not had a hand in developing the curriculum, they have at least adapted it and developed a sense of ownership of it.

• High expectations for success in mathematics are consistently and effectively communicated to students.

• There is a consistently supportive environment for learning in the classroom that accommodates risk-taking.

• Class time is used efficiently by both teachers and students.

• Mathematics teachers spend considerable extra time working with students and/or preparing materials.

• Staff are dedicated and function as a cohesive, sharing, and mutually supportive unit.

• Exemplary programs are characterized by the kind of leadership that results in a well-run, well-organized department that frees teachers from noninstructional distraction.

• Exemplary programs are characterized by leadership that makes it possible for teachers to feel and act as professionals, and that stimulates questioning, sharing, and taking part in ongoing professional interactions.

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