Urban Middle-Grade Student Mathematics Achievement Growth Under Comprehensive School Reform

Recognizing the need to implement standards-based instructional materials with school-wide coherence led some Philadelphia schools to adopt whole-school reform (WSR) models during the late 1990s. The authors report on the relation between mathematics achievement growth for middle-grade students on t...

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Bibliographic Details
Published in:The Journal of educational research (Washington, D.C.) D.C.), 2009-01, Vol.102 (3), p.223-236
Main Authors: Mac Iver, Martha Abele, Mac Iver, Douglas J.
Format: Article
Language:English
Subjects:
Academic achievement
Academic Standards
Achievement Gains
Algebra
Biological and medical sciences
Change Strategies
comprehensive school reform
Computation
Core curriculum
Correlation
Curricula
Education reform
Educational Change
Educational materials
Educational psychology
Educational reform
Elementary education
Fundamental and applied biological sciences. Psychology
Grade 5
Grade 6
Grade 7
Grade 8
Instructional Materials
Learning
Mathematical Concepts
Mathematical growth
Mathematics
Mathematics Achievement
Mathematics curricula
Mathematics Curriculum
Mathematics education
Mathematics Skills
Mathematics teachers
Middle School Students
Middle schools
Pennsylvania
Professional development
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
School districts
School Restructuring
Students
Teachers
urban education
Urban Schools
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Summary:Recognizing the need to implement standards-based instructional materials with school-wide coherence led some Philadelphia schools to adopt whole-school reform (WSR) models during the late 1990s. The authors report on the relation between mathematics achievement growth for middle-grade students on the Pennsylvania System of School Assessments and the number of years schools implemented either a WSR model with National Science Foundation-supported mathematics curriculum or a WSR model without a mathematics curriculum component, from 1997 to 2000. As the authors hypothesized, mathematics achievement gains (Grades 5-8) were positively related to the number of years those schools were implementing a specific mathematics curricular reform. Additional analyses indicated that the relation held for both computation skills and ability to apply mathematics concepts.
ISSN:0022-0671
1940-0675
DOI:10.3200/JOER.102.3.223-236