'Standards'-based Mathematics Curricula and Secondary Students' Performance on Standardized Achievement Tests
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| Title: | 'Standards'-based Mathematics Curricula and Secondary Students' Performance on Standardized Achievement Tests |
|---|---|
| Language: | English |
| Authors: | Harwell, Michael R., Post, Thomas R., Maeda, Yukiko, Davis, Jon D., Cutler, Arnold L., Andersen, Edwin, Kahan, Jeremy A. |
| Source: | Journal for Research in Mathematics Education. Jan 2007 38(1):71-101. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools |
| Descriptors: | National Norms, Mathematics Achievement, Criterion Referenced Tests, African American Students, Achievement Tests, Academic Achievement, Standards, High School Students, Prior Learning, Attendance, School Districts, Mathematics Curriculum |
| ISSN: | 0021-8251 |
| Abstract: | The current study examined the mathematical achievement of high school students enrolled 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 by subtests 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. (Contains 10 tables and 1 footnote.) |
| Abstractor: | Author |
| Number of References: | 56 |
| Entry Date: | 2007 |
| Access URL: | https://my.nctm.org/eresources/article_summary.asp?URI=JRME2007-01-71a&from=B |
| Accession Number: | EJ765492 |
| Database: | ERIC |
| Abstract: | The current study examined the mathematical achievement of high school students enrolled 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 by subtests 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. (Contains 10 tables and 1 footnote.) |
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| ISSN: | 0021-8251 |
