%0 Journal Article
%T Testing a Framework of Math Progress Indicators for ESSA: How Opportunity to Learn and Instructional Leadership Matter
%A Alison S. P. Wilson
%A Angela Urick
%A Meredith L. Wronowski
%A Timothy G. Ford
%A William C. Frick
%J Educational Administration Quarterly
%@ 1552-3519
%D 2018
%R 10.1177/0013161X18761343
%X Purpose: To advance a framework of indicators that promotes implementation of math standards under the Every Student Succeeds Act (ESSA), we tested a conceptual model of the resources and processes within schools that influence the opportunity to learn mathematics (OTL) in the classroom using a recent administration of the 2011 Trends in International Math and Science Study (TIMSS 2011). There is potential benefit to state departments and system-level practitioners from more information about how schools might influence student access to college and career-ready curriculum. Such information has the potential to shape the kinds of indicators stakeholders put in place to target problems and formulate solutions for math learning. Research Design: To test the fit of our hypothesized model of math content and instruction OTL, we applied structural equation modeling techniques to school and classroom data from 425 fourth-grade U.S. math teachers in TIMSS 2011. Findings: We found a direct influence of instructional leadership on OTL math instruction in the classroom and teacher participation in math professional development. Content-specific resources indirectly influenced both OTL math instruction and content through teacher preparedness. Conclusions: The results of this study demonstrate a potential framework through which school leaders can support the preparedness of teachers in providing students with equitable access to coherent, focused, and rigorous math content
%K accountability policy
%K math instruction
%K math curriculum
%K instructional leadership
%K opportunity to learn
%K teacher professional development
%K Every Student Succeeds Act
%U https://journals.sagepub.com/doi/full/10.1177/0013161X18761343