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FAQ(s): Achievement Gaps: How do state stds., assmts., curric. influence achievement?
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Is There a de Facto National Intended Curriculum? Evidence ...
To investigate similarities and differences among states' content standards to examine the extent to which there exists a de facto national intended curriculum in the US as represented by the standards.
Issue/Topic: Standards
Author(s): Polikoff, Morgan; Porter, Andrew; Smithson, John
Organization(s): University of Pennsylvania; Wisconsin Center for Education Research
Publication: Educational Evaluation and Policy Analysis
Published On: 2009
Findings/Results:

Is There a de Facto National Intended Curriculum as Defined by Content Standards?

  • No, at least in the extent to which states all have content standards at the same grade level with the same content message. This finding is con...
2009-01-01T00:00:00
Is There an Expectations Gap? Educational Federalism and the...
To examine the distribution of state proficiency standards across major demographic groups in order to determine whether some groups systematically face higher or lower cut scores needed to be deemed proficient.
Issue/Topic: Standards; Student Achievement--Closing the Achievement Gap; Minority/Diversity Issues; Assessment
Author(s): Reed, Douglas
Organization(s): Georgetown University
Publication: American Educational Research Journal
Published On: 2009
Findings/Results:

Analysis of the National Center for Educational Statistics's (NCES) recently developed comparative ranking of National Assessment of Educational Progress (NAEP)-equivalent state-level cut scores reveals that while an "expectations g...

2009-01-01T00:00:00
Assessing English Language Learners' Opportunity to Learn Ma...
To explore the relationship between students' ELL status and their level of opportunity to learn as a factor that may explain performance differences between ELL and non-ELL students
Issue/Topic: Bilingual/ESL
Author(s): Herman, Joan; Abedi, Jamal
Organization(s): University of California, Davis; University of California, Los Angeles
Publication: Teachers College Record
Published On: 2010
Findings/Results: 1. Opportunity to Learn (OTL) has important effects on student performance, even after controlling for students' prior ability and prior academic preparation.

2. ELL students report a lower level of OTL as compared with non-ELLs an...

2010-01-01T00:00:00
Passing Through Science: The Effects of Raising Graduation R...
To examine the effects of implementing a universal science mandate in a large urban district.
Issue/Topic: High School--Graduation Requirements; Curriculum--Science
Author(s): Allensworth, Elaine; Montgomery, Nicholas; Correa, Macarena
Organization(s): Consortium on Chicago School Research
Published On: 2010
Findings/Results:
  • The change in graduation requirements led substantially more students to take and pass three or more full science courses.
  • Despite large increases in course-taking, there is little evidence they learned substantiall...
2010-01-01T00:00:00
Content Coverage Differences across Districts/States: A Pers...
To explore the relationship between classroom mathematics content coverage and student achievement
Issue/Topic: Equity; Standards
Author(s): Cogan, Leland; Schmidt, William; Houang, Richard; McKnight, Curtis
Organization(s): Michigan State University; University of Oklahoma
Publication: American Journal of Education
Published On: 2011
Findings/Results:

Significant differences in content coverage do exist as a function of the U.S. education system, and this is related to the observed student achievement differences.

1. In the 13 districts examined, vast variation in math content ...

2011-01-01T00:00:00
Teaching Practices and Social Capital
To explore how teaching practices transmit or impact social capital
Issue/Topic: 21st Century Skills
Author(s): Cahuc, Pierre; Algan, Yann; Shleifer, Andrei
Organization(s): Sciences Po, Department of Economics; Harvard University, Department of Economics; Ecole Polytechnique
Publication: National Bureau of Economic Research Working Paper
Published On: 2011
Findings/Results:

1. Teaching methods vary systematically across countries.

  • Students work in groups more in Nordic countries (Denmark, Norway, Sweden) and Anglo-Saxon countries (Australia, the United States and to a lesser extent Great Britai...
2011-01-01T00:00:00
Curriculum Differentiation and Comprehensive School Reform: ...
To examine whether implementation of a common standards-based curriculum reduces tracking and curriculum differentiation
Issue/Topic: Instructional Approaches--Tracking/Ability Grouping
Author(s): Harris, Donna
Organization(s): University of Rochester
Publication: Educational Policy
Published On: 2011
Findings/Results:
  • Despite adoption of a schoolwide model committed to limiting the use of tracking (e.g., America's Choice), many middle schools and teachers using the model continue to sort students academically.
  • Even though schools...
2011-01-01T00:00:00
Asian American and Pacific Islander Students: Equity and the...
To 1) see how the academic achievement of AAPI seventh graders, as an aggregate, compare with their White American peers; 2) see how the academic achievement of specific AAPI ethnic groups compare to their White American peers; 3) compare academic achievement among the AAPI ethnic groups; and 4) adjusting for gender, economic status, and parent education level, see how ethnicity relates to the achievement of Chinese American and Samoan Americans as compared with their White American peers.
Issue/Topic: Student Achievement--Closing the Achievement Gap; Minority/Diversity Issues--Asian
Author(s): Pang, Valerie; Han, Peggy; Pang, Jennifer
Publication: Educational Researcher
Published On: 2011
Findings/Results:

Many educators have a monolithic view of AAPI students as being high achievers who have little need for educational services, but evidence indicates that AAPI students are diverse in their achievements and demonstrate a continuum...

2011-01-01T00:00:00
Algebra: A Challenge at the Crossroads of Policy and Practic...
To provide an assessment of what we know about selective and “universal algebra” policies, including who is getting access to algebra and at what point in their educational careers. Also assessed is the knowledge base regarding what is taught in the name of algebra and the outcomes associated with different patterns of algebra course taking.
Issue/Topic: Curriculum--Mathematics; Instructional Approaches--Tracking/Ability Grouping
Author(s): Stein, Mary; Kaufman, Julia; Sherman, Milan; Hillen, Amy
Organization(s): University of Pittsburgh; Carnegie Mellon University; Portland State University; Kennesaw State College
Publication: Review of Educational Research
Published On: 12/20/2011
Findings/Results:

U.S. Trends for Who Takes Algebra and When, and What Algebra is Taken

  • There has been a significant increase in eighth grade Algebra I enrollment over the past two decades.  As a consequence, there have be...
2011-12-20T00:00:00
College for All: Gaps Between Desirable and Actual P-12 Math...
This study addresses missing links in the current P-16 education and "College for All" debates by investigating gaps between actual and desirable math achievement trajectories for different college pathways. The goals of the study are twofold: (1) to compare performance standards, benchmarks, and norms for college readiness, and; (2) to assess college readiness gaps among all students as well as among racial and social groups.
Issue/Topic: High School--College Readiness; P-16 or P-20
Published On: 3/5/2012
Findings/Results: 1. This study revealed large disparities between actual and desirable math achievement levels for college readiness.

2. Math achievement was a good predictor of whether students in P-12 stay on track toward 2 or 4 year college education...

2012-03-05T00:00:00
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