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'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
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  Data: <searchLink fieldCode="SO" term="%22Journal+for+Research+in+Mathematics+Education%22"><i>Journal for Research in Mathematics Education</i></searchLink>. Jan 2007 38(1):71-101.
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  Data: 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/
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 31
        StartPage: 71
    Subjects:
      – SubjectFull: National Norms
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Criterion Referenced Tests
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Standards
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      – SubjectFull: High School Students
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      – SubjectFull: Prior Learning
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      – SubjectFull: Attendance
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      – SubjectFull: School Districts
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      – SubjectFull: Mathematics Curriculum
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    Titles:
      – TitleFull: 'Standards'-based Mathematics Curricula and Secondary Students' Performance on Standardized Achievement Tests
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