This report describes the results of an external impact evaluation of the New Mexico Math‐Science Partnerships (MSP) program after two years of implementation. The results of analyses of New Mexico state mathematics assessment scores, teacher professional development logs, content assessments, and student and teacher background and demographic information revealed statistically significant but practically non‐significant improvements in latent growth trajectories of middle school students’ mathematics achievement after two years of exposure to teachers participating in the MSP program.
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