@article {MATHEDUC.05179696,
author = {Harwell, Michael R. and Post, Thomas R. and Maeda, Yukiko and Davis, Jon D. and Cutler, Arnold L. and Andersen, Edwin Kahan, Jeremy A.},
title = {Standards-based mathematics curricula and secondary students' performance on standardized achievement tests.},
year = {2007},
journal = {Journal for Research in Mathematics Education},
volume = {38},
number = {1},
issn = {0021-8251},
pages = {71-101},
publisher = {National Council of Teachers of Mathematics (NCTM), Reston, VA},
doi = {10.2307/30034928},
abstract = {Summary: The study examined the mathematical achievement of high school studentsenrolled for 3 years in one of three NSF funded Standards-based curricula (IMP,CMIC, MMOW). The focus was on traditional topics in mathematics as measured bysubtests of a standardized achievement test and a criterion-referenced test of mathematics achievement. Students generally scored at or above the national mean on the achievement subtests. Hierarchical linear modeling results showed that prior mathematics knowledge was a significant but modest predictor of achievement, student SES had a moderate effect, and increasing concentrations of African American students in a classroom were associated with a stronger effect of attendance on achievement. No differences on the standardized achievement subtests emerged among the Standards-based curricula studied once background variables were taken into account. The two suburban districts providing data for the criterion-referenced test achieved well above the national norm.},
msc2010 = {D30xx (D60xx)},
identifier = {2007b.00142},
}