An Analysis of Urban Elementary and Middle School Professional Learning Community Implementation and Mathematics Achievement

This study contributed to the body of knowledge on the implementation of professional learning communities (PLCs) and mathematics student achievement change in a school district in Florida. The purpose of this study was to determine the relationship between the PLC self-reported stages of collaboration on the Seven Stages of Teacher Professional Learning Teams (SSPLT) Rubric and FSA Mathematics, FSA Algebra 1 End-of- Course (EOC) Assessment, and FSA Geometry EOC scores in Grades 3-8 in the school district of study. Quantitative methods were used to analyze relationships using archival data from the school district of study for two school years, 2017-2018 and 2018-2019, to determine changes over time. Three research questions were designed to find (a) differences in self-reported ratings on SSPLT between elementary Grades 3-5 and middle Grades 6-8, (b) differences on SSPLT among individual Grades 3-8, and (c) the relationship, if any, between changes in SSPLT self-reported ratings and FSA Mathematics, FSA Algebra 1 End-of- Course (EOC) Assessment, and FSA Geometry EOC scores in Grades 3-8 in the school district of study. Quantitative analysis found statistically significant correlations between changes in SSPLT self-ratings and changes in FSA Mathematics mean scale scores in Grades 3-8, Grades 3-5, and the Geometry EOC for Grade 8. There was growth over time from start of school year 2017-2018 to end of school year 2018-2019 in the stages of implementation of PLCs. These findings are aligned to literature on teacher collaboration, professional learning, change in education, and collective efficacy. This study expanded on the literature on teacher collaboration and effective professional learning through the implementation of PLCs. Findings from this study could be used to assist school districts with school district-wide and school-based practices on implementation of PLCs with guidelines and strategies to provide meaningful structures for higher stages of teacher collaboration