The Effectivenes of the Alabama Math, Science, and Technology Initiative (AMSTI)
The AMSTI study was an experimental evaluation of a state initiative (Alabama Math, Science, and Technology Initiative) to improve student achievement in mathematics and science through the provision of comprehensive professional development, in-school coaching and supports, and distribution of technology and instructional materials. The SERVE Center conducted an experimental study across more than 80 Alabama schools that were randomly assigned to treatment and control groups. Student achievement was measured with four years of longitudinal data from the Alabama Reading and Mathematics Test (ARMT grades 3 through 8) and the Stanford 10 (grades 4 and 8) in science. In addition, the differences in instructional practices and school context between treatment and comparison schools were measured using data from teacher and principal surveys, interviews, classroom observations, and administrative data. An evaluation of the AMSTI summer professional development institute described how teachers were prepared to teach AMSTI and teachers’ perceptions of the effectiveness of this preparation. The moderating influence of background characteristics – such as student prior achievement, student socioeconomic status, student ethnicity, and teacher education were also examined.
On February 21, 2012, the U. S. Department of Education, Institute of Education Sciences released the final report of the longitudinal study SERVE Center conducted in Alabama beginning in 2006/2007 school year to determine the effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI), which aims to imporve mathematics and science achievement in the state's K-12 schools. Read more about the study and the key findings
. Download the full report
For more information about the Alabama Math, Science, and Technology Initiative, visit the AMSTI website