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'Standards'-Based Mathematics Curricula and Middle-Grades Students' Performance on Standardized Achievement Tests

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Title: 'Standards'-Based Mathematics Curricula and Middle-Grades Students' Performance on Standardized Achievement Tests
Language: English
Authors: Post, Thomas R., Harwell, Michael R., Davis, Jon D.
Source: Journal for Research in Mathematics Education. Mar 2008 39(2):184-212.
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
Physical Description: PDF
Page Count: 29
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Descriptors: Academic Achievement, Achievement Tests, Mathematics Achievement, Standards, Middle School Students, Mathematics Curriculum, Problem Solving
ISSN: 0021-8251
Abstract: This study examined achievement patterns of middle school students enrolled in Standards-based curricula, in particular those curricula that were funded from a solicitation of proposals through the National Science Foundation (NSF) in the early 1990s (NSF RFP 91-100). Approximately 1400 middle-grades students who had used either the Connected Mathematics Project (CMP) or the MATHThematics (STEM or MT) program for at least 3 years were assessed on two widely used tests, the Stanford Achievement Test, Ninth Edition (Stanford 9) and the New Standards Reference Exam in Mathematics (NSRE). Hierarchical Linear Modeling (HLM) was used to analyze subtest results following methods described by Raudenbush and Bryk (2002). When "Standards"-based students' achievement patterns are analyzed, traditional topics were learned. Students' achievement levels on the Open Ended and Problem Solving subtests were greater than those on the Procedures subtest. This finding is consistent with results documented in many of the studies reported in Senk and Thompson (2003), and other sources. (Contains 6 tables and 4 figures.)
Abstractor: ERIC
Number of References: 45
Entry Date: 2008
Access URL: https://my.nctm.org/eresources/article_summary.asp?URI=JRME2008-03-184a&from=B
Accession Number: EJ786730
Database: ERIC
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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: This study examined achievement patterns of middle school students enrolled in Standards-based curricula, in particular those curricula that were funded from a solicitation of proposals through the National Science Foundation (NSF) in the early 1990s (NSF RFP 91-100). Approximately 1400 middle-grades students who had used either the Connected Mathematics Project (CMP) or the MATHThematics (STEM or MT) program for at least 3 years were assessed on two widely used tests, the Stanford Achievement Test, Ninth Edition (Stanford 9) and the New Standards Reference Exam in Mathematics (NSRE). Hierarchical Linear Modeling (HLM) was used to analyze subtest results following methods described by Raudenbush and Bryk (2002). When "Standards"-based students' achievement patterns are analyzed, traditional topics were learned. Students' achievement levels on the Open Ended and Problem Solving subtests were greater than those on the Procedures subtest. This finding is consistent with results documented in many of the studies reported in Senk and Thompson (2003), and other sources. (Contains 6 tables and 4 figures.)
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: Standards
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      – SubjectFull: Mathematics Curriculum
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      – TitleFull: 'Standards'-Based Mathematics Curricula and Middle-Grades Students' Performance on Standardized Achievement Tests
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