We had very extensive research and evaluation components of NebraskaMATH, some of which are described in our public final report here: http://scimath.unl.edu/nebraskamath/ (scroll down a little to find the pdf). We collected survey, interview, observation and math achievement/knowledge for teaching mathematics from hundreds of teachers and thousands of students 2009-2013; groups included both participant and comparison teachers and students. Our research findings are currently under review for publication (one article focused on teacher change, and one on the impact on student outcomes). Within the MSPnet projects/library, other publications to NebraskaMATH are listed.

We’ve learned we can change teachers’ attitudes toward math through the avenue of “competence breeds confidence”. We challenge them mathematically and provide support, and their resulting gains in mathematical knowledge for teaching lead to willingness to change their teaching practices. We have refined our pedagogy courses over time, based on our data collected on changes to teaching practices. The pedagogy courses now emphasize math talk and equity, as well as family projects, child studies, unit plans, and leadership activities.
For the changes in student outcomes, we started being able to detect those in year 3 (and 4), so there was definitely a delayed effect of teacher gains on student outcomes.

12 of the 18 graduate credit hours are completed in person in the summer, in “boot camp” courses that meet in pairs, so you take 2 classes in 2 weeks, 8am-5pm with 3-4 hours of homework nightly, plus a substantial take home final (end-of-course assignment) due a few weeks after the classes end. The program begins and ends across two summers. During the intervening academic year, we meet on 2-3 Saturdays each semester (spread out), with online interactions in between the Saturday meetings. Following the 18 credit hours, there is an optional 3 credit hour leadership class that we spread across an entire school year. We’ve offered this in versions ranging from fully in person to fully online, as well as blended with some in-person and some online.
Our partnerships with districts across the state is a key reason to why we were able to recruit so many teachers. Our core partner districts were allocated certain numbers of “slots” for teachers. The success of the program and huge impact on teachers in the early years led to word of mouth that increased the popularity of the program across the state. You can check out our final report on our website (and let me know if you want us to mail you a hard copy): http://scimath.unl.edu/nebraskamath