ERIC Number: EJ1132528
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Effects of a Reform High School Mathematics Curriculum on Student Achievement: Whom Does It Benefit?
Krupa, Erin E.; Confrey, Jere
Journal of Curriculum Studies, v49 n2 p191-215 2017
This study compared the effects of an integrated reform-based curriculum to a subject-specific curriculum on student learning of 19,526 high school algebra students. Using hierarchical linear modelling to account for variation in student achievement, the impact of the reform-based "Core-Plus Mathematics" curricular materials on student test scores is compared to the subject-specific curriculum. Findings from this study indicate that students enrolled in integrated mathematics outperformed subject-specific students on an Algebra I exam (highly aligned with content), and performed equally on an Algebra II exam (poorly aligned). High minority students in high-need schools demonstrated higher performance when they were enrolled in integrated mathematics.
Descriptors: Educational Change, Mathematics Curriculum, Academic Achievement, Integrated Curriculum, Hierarchical Linear Modeling, Comparative Analysis, Algebra, Quasiexperimental Design, Mathematics Teachers, Minority Group Students, Achievement Gap, Mathematics Achievement, Secondary School Mathematics, Secondary School Teachers, Secondary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Sponsor: Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A