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

Michael R. Harwell, Thomas R. Post, Yukiko Maeda, Jon D. Davis, Arnold L. Cutler, Edwin Andersen, Jeremy A. Kahan

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)71-101
Number of pages31
JournalJournal for Research in Mathematics Education
Volume38
Issue number1
StatePublished - Jan 1 2007

Keywords

  • Cross sectional studies
  • Integrated curriculum
  • Multivariate techniques
  • Program/project assessment
  • Secondary mathematics

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