Standards-based mathematics curricula and middle-grades students' performance on standardized achievement tests

Thomas R. Post; Michael R. Harwell; Jon D. Davis; Yukiko Maeda; Arnie Cutler; Edwin Andersen; Jeremy A. Kahan; Ke Wu Norman

Standards-based mathematics curricula and middle-grades students' performance on standardized achievement tests

Thomas R. Post, Michael R. Harwell, Jon D. Davis, Yukiko Maeda, Arnie Cutler, Edwin Andersen, Jeremy A. Kahan, Ke Wu Norman

Research output: Contribution to journal › Article › peer-review

15 Scopus citations

Abstract

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.

Original language	English (US)
Pages (from-to)	184-212
Number of pages	29
Journal	Journal for Research in Mathematics Education
Volume	39
Issue number	2
State	Published - Mar 2008

Keywords

Achievement
Assessment
Curriculum
Middle grades, 5-8
Multivariate techniques
Reform in mathematics education

Find It

Find It at U of M Libraries

Cite this

@article{dde228ccba794a8f98331979fddf77ca,

title = "Standards-based mathematics curricula and middle-grades students' performance on standardized achievement tests",

abstract = "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.",

keywords = "Achievement, Assessment, Curriculum, Middle grades, 5-8, Multivariate techniques, Reform in mathematics education",

author = "Post, {Thomas R.} and Harwell, {Michael R.} and Davis, {Jon D.} and Yukiko Maeda and Arnie Cutler and Edwin Andersen and Kahan, {Jeremy A.} and Norman, {Ke Wu}",

year = "2008",

month = mar,

language = "English (US)",

volume = "39",

pages = "184--212",

journal = "Journal for Research in Mathematics Education",

issn = "0021-8251",

publisher = "National Council of Teachers of Mathematics",

number = "2",

}

TY - JOUR

T1 - Standards-based mathematics curricula and middle-grades students' performance on standardized achievement tests

AU - Post, Thomas R.

AU - Harwell, Michael R.

AU - Davis, Jon D.

AU - Maeda, Yukiko

AU - Cutler, Arnie

AU - Andersen, Edwin

AU - Kahan, Jeremy A.

AU - Norman, Ke Wu

PY - 2008/3

Y1 - 2008/3

N2 - 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.

AB - 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.

KW - Achievement

KW - Assessment

KW - Curriculum

KW - Middle grades, 5-8

KW - Multivariate techniques

KW - Reform in mathematics education

UR - http://www.scopus.com/inward/record.url?scp=41249100649&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=41249100649&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:41249100649

SN - 0021-8251

VL - 39

SP - 184

EP - 212

JO - Journal for Research in Mathematics Education

JF - Journal for Research in Mathematics Education

IS - 2

ER -

Standards-based mathematics curricula and middle-grades students' performance on standardized achievement tests

Abstract

Keywords

Find It

Other files and links

Fingerprint

Cite this