id: 05179696
dt: j
an: 2007b.00142
au: Harwell, Michael R.; Post, Thomas R.; Maeda, Yukiko; Davis, Jon D.; Cutler,
Arnold L.; Andersen, Edwin Kahan, Jeremy A.
ti: Standards-based mathematics curricula and secondary studentsâ€™ performance
on standardized achievement tests.
so: J. Res. Math. Educ. 38, No. 1, 71-101 (2007).
py: 2007
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D30 D60
ut: cross sectional studies; integrated curriculum; multivariate techniques;
program/project assessment; secondary mathematics; educational
diagnosis; effectiveness; research; prognoses; previous knowledge
ci:
li: doi:10.2307/30034928
ab: 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.
rv: