The Microsoft Math Partnership

We believe it is a business imperative to do so. Without the skills that a rigorous education provides, our young people in the United States and particularly Washington State, will not be able to compete in the global market. When compared internationally, U.S. 17 year olds perform significantly below average in math. Our region’s competitive advantage will increasingly be linked to the quality of our education system. Those communities that can attract, educate, and, perhaps most important, retain highly-skilled, diverse individuals and their families will thrive while those that do not will see their economy and quality of life steadily erode.

We will measure success through a variety of metrics that our schools use today such as: pass rates and score improvements in the math and science WASL; enrollment and pass rates for algebra by 8th grade; enrollment and pass rates in upper level math and science courses like geometry, trigonometry, calculus, biology, chemistry and physics; number of math credentialed teachers teaching math; number of students enrolling in AP math and science courses; and improvement in both the confidence and capabilities of middle school teachers to teach sophisticated math and science content.

The NCLB Act requires all states to establish challenging standards in reading and mathematics, conduct annual testing for all students in grades 3-8, and meet or exceed statewide progress objectives that ensure all groups of students reach proficiency. School districts and schools that fail to make adequate yearly progress (AYP) toward statewide proficiency goals will, over time, be subject to improvement, corrective action, and restructuring measures aimed at getting them back on course to meet state standards. Schools that meet or exceed AYP objectives or close achievement gaps will be eligible for State Academic Achievement Awards. Through the project we hope the 8 districts will better their opportunities to meet or exceed the federal guidelines.

Because middle school algebra is the “gatekeeper” for student participation and success in secondary math and science, we believe our initial focus on preparing all students to pass algebra by 9th grade will ultimately impact science education as well. As the project grows, it is likely we will develop a more concrete plan with the districts to provide help on science.

We support the recent findings from the National Council of Teachers of Mathematics Curriculum Focal Points that calls for mastery of math foundation skills and deep understanding of math concepts. Technology is a tool that can support student learning.

•	Four years of English and math, including Algebra II
•	At least three years of lab-based science and social studies
•	At least two years of foreign language

In a recent study by Public Agenda, 57% of parents think their kids get plenty of math and science, 4 of 10 students claim they would be unhappy with a math/science focused career and only 50% of students believe math/science skills are essential.

Using TIMSS International Test 2003 results, 4th and 8th graders are performing somewhat better than the international average, but significantly below other industrialized countries. In fact, US Students in 4th grade were among world leaders in math and science but by high school graduation US students were almost last.

•	The business and social impact must be clearly articulated.
•	We need much broader public support - Parents, grandparents, guardians, and family members need to understand why math and science are important.
•	Our leaders need to set high standards and hold schools to them. Elected officials have not yet done away with the idea underlying the old design. The idea behind the new design is that all students can do rigorous work, and – for their sake and ours – they have to.
•	Strong collaboration and partnership between and with all sectors - public/private partnerships
•	Increased investments in research and development
•	Increased number of “high demand” enrollments in Higher Education

The districts are working together on a regional project plan that will include teacher and school leader professional development activities and resources for instructional design, curriculum & assessment alignment, cross-discipline integration, peer coaching, professional learning communities and family support.

In this initial phase of the project, there were several variables including, proximity to Microsoft employee’s families, districts that made AYP and districts that did not, diversity of students, staff and community, and commitment of the district’s staff to the project.

Yes. Only one-third of our ninth grade students will graduate from high school ready for college, work, and citizenship. The other two-thirds, most of them low-income and minority students, are tracked into courses that may not get them ready for college or prepare them for a family-wage job – no matter how well the students learn or the teachers teach. Last year, 75% of non-whites failed the 10th grade math WASL.

Microsoft recognizes that fundamental change takes both time and a consistent application of resources. As such, through the Math Partnership, Microsoft’s aim is to help create sustainable long-term models for improved math and science education in these districts that can serve as blueprints for success and can be leveraged in state and beyond.

Yes. It will take the unique resources and people from individual businesses, communities, governments and schools all working together in partnership to realize the long term, sustained goal of all students graduating from high school ready for work or college.

Washington State Leadership and Assistance for Science Education Reform (LASER) is a great example. LASER helps school districts implement an ongoing, inquiry-based science program and has shown increased gains on the science WASL. The program is supported through partnerships between the National Science Foundation, OSPI, Pacific Science Center, Batelle, Boeing and many others.

We’ve already partnered with the University of Washington’s College of Education to advise us and serve as a critical friend during our development process. We will continue to work with our state’s colleges of education to consult, evaluate, and provide professional development. We also hope that our state colleges of education can learn how they can incorporate new strategies to ensure graduates of their programs are successful in teaching math.

Microsoft is committed to generate awareness directly through executive speeches, employee volunteerism, and media outreach but will also create resources such as the video, research and best practices for the broader community to utilize. We are also working very closely with business and community groups, such as the Partnership for Learning, the Prosperity Partnership, the Technology Alliance and others to develop a broad, cross-industry support.

Microsoft is committed to serving the public good through innovative technologies and partnerships that contribute to economic and social opportunity and to delivering on our business responsibilities of growth and value to customers, shareholders and employees. Our commitment will include: advocacy, financial support and employee volunteerism.

We’re not the experts. That is why we are partnering with research organizations like AIR and the UW College of Education and leading educators like the Puget Sound ESD that are experts in the field of education to guide our efforts. We have volunteered to collate the best practices from many districts to create this field guide … one place where other teachers can learn from the experts who have shown success.

Microsoft has a long history of supporting education locally, nationally and around the world. Although we can’t say exactly what our support will be, we will continue to work with educators to improve education for all kids.