In June 1996 Mathematics: Application and Reasoning Skills (the MARS Project) began in Baltimore City. MARS was a collaborative project of the University of Maryland and the Baltimore City Public School System, funded by the National Science Foundation with additional support from Title I, Title IV, the Baltimore Urban Systemic Initiative, and the Baltimore City public School System (City-State Partnership funds). Leadership for the project came from Dr. Patricia F. Campbell, Principal Investigator (University of Maryland), Dr. Andrea R. Bowden, Co-Principal Investigator (Baltimore City Public School System), and Ms. Melva L. Green, K-5 Mathematics Coordinator, BCPSS.

The basic goal of the project was to develop, implement, and evaluate a model for systemic reform in elementary mathematics across the Baltimore City Public School System in order to yield increased student achievement through teacher enhancement. Specific objectives included:

• Advise decision makers regarding district-wide policy addressing elementary mathematics curriculum, instruction, and assessment.
• Develop a standards-based elementary mathematics curriculum for the district (effort completed for this project, but not funded through this project)
• Define an instructional model for elementary mathematics.
• Develop, implement, and evaluate a summer teacher development program and provide follow-up professional development during the subsequent academic years (target: 2000 teachers with 100 hours of professional development).
• Identify candidates and provide staff development for a cadre of school-based, classroom-released instructional leaders in mathematics (currently 65 leaders)
• Support continuing on-site teacher enhancement in participating schools.
• Develop and implement an after school, mini-course program to provide instruction in mathematics content for elementary teachers, including partners from higher education institutions in Baltimore, Maryland (Morgan state University and the Baltimore City Community College).
• Support the development of end-of-unit, grade level mathematics assessment aligned with curriculum
• Evaluate the systemic effort in terms of student achievement gain in elementary mathematics.
• Document and evaluate this model of systemic reform characterizing adjustments.

The MARS Project has involved 107 elementary schools in BCPSS in 2000-2001. Professional development has been provided to 3360 teachers with, as shown in the following breakdown; almost half of those teachers completing 60 or more hours of professional development:

• 100 or more hours; 681 teachers
• 80 to 99 hours; 292 teachers
• 60 to 79 hours; 638 teachers.

Professional development instruction included a parent/community component designed by Dr. Marilyn Strutchens and four MSDE approved credit bearing mathematics courses designed by Dr. Duane Cooper. Graduate students involved in the project include Ann Wallace (now at Purdue University-Calumet), Donnette Dais (current doctoral student) and Grace Benigno (current doctoral fellow).

Mathematics scores on CTBS standardized tests and on Maryland MSPAP tests are beginning to rise in the 107 schools involved in Project MARS. Current CTBS mathematics composite scores has risen since 1998 as follows:

MSPAP Mathematics Percent Proficient (Levels 1,2, or 3)