Effective mathematics instruction in high-poverty middle schools: What are the “best” teachers doing?

While there is much literature devoted to mathematics teaching practices, most research does not consider the perspectives of effective teachers in high-poverty schools. This study offers unprecedented access into the teaching practices of the most effective middle school teachers who teach in high-poverty schools. By accessing a state-wide database of thousands of teachers in Utah (USA), we identified middle school teachers whose students consistently showed high growth on standardized assessments compared to other teachers in Utah and taught in high-poverty schools. Our analysis identified seven teachers. We invited these teachers to participate in interviews regarding their teaching practices, and all seven teachers agreed to participate. Using thematic analysis, we constructed several themes that were common across the effective teachers. Our findings both agree and contradict current guiding principles on equitable teaching practices. The findings provide useful tools for teachers in high-poverty schools and motivate continued dialogue on equitable teaching practices.