Standards-based Mathematics Curricula and Secondary Students' Performance on Standardized Achievenment Tests

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-re...

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Bibliographic Details
Published in:Journal for research in mathematics education 2007-01, Vol.38 (1), p.71
Main Authors: Harwell, Michael R, Post, Thomas R, Maeda, Yukiko, Davis, Jon D
Format: Article
Language:English
Subjects:
Academic achievement
Achievement tests
Curricula
Mathematics education
Secondary school students
Standardized tests
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Summary: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 theachievement subtests. Hierarchical linear modeling results showed that prior mathe-matics knowledge was a significant but modest predictor of achievement, student SEShad a moderate effect, and increasing concentrations of African American studentsin 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 achievedwell above the national norm. [PUBLICATION ABSTRACT]
ISSN:0021-8251
1945-2306