The problem addressed in this qualitative single case study is low mathematical achievement levels among students in grades K-4 in rural Vermont schools, based on district-wide and school-based progress monitoring assessments and Vermont's Smarter Balanced Assessment scores. The purpose of this qualitative single case study was to explore the…

It has long been argued that U.S. states' differential performance on nationwide assessments may reflect differences in students' opportunity to learn the tested content that is primarily due to variation in curricular content standards, rather than in instructional quality or educational investment. To quantify the effect of differences in…

In this article, the authors discuss a three-year math program for elementary school teachers at the University of Vermont. The goal of the program is to make mathematicians out of teachers. Responsible for teaching many subjects, teachers of the lower grades often lack the in-depth math knowledge they need to help their pupils meet the higher…