The Impact of Two Standards-Based Mathematics Curricula on Student Achievement in Massachusetts
The Impact of Two Standards-Based Mathematics Curricula on Student Achievement in Massachusetts
复制标题
马萨诸塞州两种基于标准的数学课程对学生成绩的影响
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
P. Noyce
中科院分区：
文献类型：
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作者：
J. Riordan;P. Noyce
自1993年通过《教育改革法》以来，马萨诸塞州制定了课程框架和新的全州考试制度。随着学区将课程和教学实践与框架相结合，基于标准的数学课程开始取代更传统的课程。本文提出了一个准实验研究，采用匹配的比较组，调查的影响，小学和中学的标准为基础的数学课程在马萨诸塞州的学生成绩。该研究比较了使用日常数学的四年级学生和使用连接数学的八年级学生的全州标准化考试成绩，以测试人口统计学上相似的学生使用传统课程的混合成绩。结果表明，学生在学校使用这些标准为基础的程序作为他们的小学数学课程表现出显着更好的1999年全州范围内的数学测试比学生在传统的程序参加匹配的比较学校。除了少数例外，支持基于标准的课程的差异在数学链、问题类型和学生亚群中保持一致。
Since the passage of the Education Reform Act in 1993, Massachusetts has developed curriculum frameworks and a new statewide testing system. As school districts align curriculum and teaching practices with the frameworks, standards-based mathematics programs are beginning to replace more traditional curricula. This paper presents a quasi-experimental study using matched comparison groups to investigate the impact of one elementary and one middle school standards-based mathematics program in Massachusetts on student achievement. The study compares statewide standardized test scores of fourth-grade students using Everyday Mathematicsand eighth-grade students using Connected Mathematicsto test scores of demographically similar students using a mix of traditional curricula. Results indicate that students in schools using either of these standards-based programs as their primary mathematics curriculum performed significantly better on the 1999 statewide mathematics test than did students in traditional programs attending matched comparison schools. With minor exceptions, differences in favor of the standards-based programs remained consistent across mathematical strands, question types, and student sub-populations.