## 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 language | English (US) |
---|---|

Pages (from-to) | 71-101 |

Number of pages | 31 |

Journal | Journal for Research in Mathematics Education |

Volume | 38 |

Issue number | 1 |

State | Published - Jan 2007 |

## Keywords

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