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The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement. (English)
J. Res. Math. Educ. 39, No. 3, 247-280 (2008).
Summary: We examine student achievement of 2533 students in 10 middle schools in relation to the implementation of textbooks developed with funding from the National Science Foundation (NSF) or publisher-developed textbooks. Using hierarchical linear modeling (HLM), curriculum type was not a significant predictor of student achievement on the Balanced Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for student-level variables. However, the Standards-Based Learning Environment (SBLE) moderated the effect of curriculum type. Students were positively impacted on the BAM by NSF-funded curricula when coupled with either Moderate or High levels of SBLE. There was no statistically significant impact of NSF-funded curricula on students in classrooms with a low level of SBLE, and the relationship between publisher-developed textbooks and SBLE was not statistically significant. Moreover, there was no significant impact of either curriculum type when coupled with varying levels of SBLE on the {\it TNS} as the dependent measure.
Classification: D33 C73
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