Abstract
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.
| Original language | English |
|---|---|
| Pages (from-to) | 191-215 |
| Number of pages | 25 |
| Journal | Journal of Curriculum Studies |
| Volume | 49 |
| Issue number | 2 |
| DOIs | |
| State | Published - 4 Mar 2017 |
Fingerprint
Keywords
- academic achievement
- curriculum evaluation
- hierarchical linear modelling
- integrated curriculum
- mathematics curriculum
Cite this
}
Effects of a reform high school mathematics curriculum on student achievement : whom does it benefit? / Krupa, Erin; Confrey, Jere.
In: Journal of Curriculum Studies, Vol. 49, No. 2, 04.03.2017, p. 191-215.Research output: Contribution to journal › Article
TY - JOUR
T1 - Effects of a reform high school mathematics curriculum on student achievement
T2 - whom does it benefit?
AU - Krupa, Erin
AU - Confrey, Jere
PY - 2017/3/4
Y1 - 2017/3/4
N2 - 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.
AB - 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.
KW - academic achievement
KW - curriculum evaluation
KW - hierarchical linear modelling
KW - integrated curriculum
KW - mathematics curriculum
UR - http://www.scopus.com/inward/record.url?scp=84938651260&partnerID=8YFLogxK
U2 - 10.1080/00220272.2015.1065911
DO - 10.1080/00220272.2015.1065911
M3 - Article
AN - SCOPUS:84938651260
VL - 49
SP - 191
EP - 215
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
SN - 0022-0272
IS - 2
ER -