
05179696
j
2007b.00142
Harwell, Michael R.
Post, Thomas R.
Maeda, Yukiko
Davis, Jon D.
Cutler, Arnold L.
Andersen, Edwin Kahan, Jeremy A.
Standardsbased mathematics curricula and secondary students' performance on standardized achievement tests.
J. Res. Math. Educ. 38, No. 1, 71101 (2007).
2007
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
D30
D60
cross sectional studies
integrated curriculum
multivariate techniques
program/project assessment
secondary mathematics
educational diagnosis
effectiveness
research
prognoses
previous knowledge
doi:10.2307/30034928
Summary: The study examined the mathematical achievement of high school studentsenrolled for 3 years in one of three NSF funded Standardsbased curricula (IMP,CMIC, MMOW). The focus was on traditional topics in mathematics as measured bysubtests of a standardized achievement test and a criterionreferenced 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 Standardsbased curricula studied once background variables were taken into account. The two suburban districts providing data for the criterionreferenced test achieved well above the national norm.