ERIC Number: ED455110
Record Type: Non-Journal
Publication Date: 2000-Dec
Reference Count: N/A
New Evidence Links Curricula and Instruction to Mathematics Achievement. Policy Issues, Issue 7.
Masini, Blase; Taylor, Judy
The Third International Mathematics and Science Study (TIMSS) provides extensive comparisons of cross-national rankings in achievement as well as rich, descriptive analyses of the students, teachers, and schools participating in the study. In spite of the wealth of achievement and descriptive data available, the two are rarely linked in research. In this seventh issue of "Policy Issues," an empirical link is provided between the performance of eighth-grade mathematics students and the educational practices of more rigorous curricula and conceptual approaches to instruction. Relationships between achievement and educational practices, previously based on theories of best practices, are now substantiated with data. In this regard, the North Central Regional Educational Laboratory (NCREL) takes a significant step forward in using large-scale assessment data like TIMSS to help state and local policymakers make good decisions to support exemplary math performance. After providing some background, this article discusses how economic status affects achievement and how schools contribute to achievement. (Contains 11 references.) (ASK)
Descriptors: Economic Factors, Grade 8, Junior High Schools, Mathematics Achievement, Mathematics Curriculum, Mathematics Education, Program Effectiveness, Teaching Methods
North Central Regional Education Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60523-1480. Web site: http://www.ncrel.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: North Central Regional Educational Lab., Oak Brook, IL.
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study