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FAQ(s): Mathematics: Which practices impact student achievement?

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Race, Racial Concentration, and the Dynamics of Educational ...
Whether the influence of a student's race on the learning process varies by the characteristics of the schools the student attends - in particular racial composition and school location.

Issue/Topic: Curriculum--Mathematics; Equity; Minority/Diversity Issues
Author(s): Lleras, Christy
Organization(s): University of Illinois at Urbana-Champaign
Publication: American Educational Research Journal
Published On: 2008

Findings/Results:

1. Math course placement, engagement and student achievement positively affect one another over time, and these effects occur within both Low and High Minority schools.

Less desirable habits and lower skills in middle school t...

2008-01-01T00:00:00

Educational Investment, Family Context, and Children's Math ...
To assess whether the deliberate cultivation by parents of cognition and social skills plays a role in children’s math and reading achievement, and subsequent growth.

Issue/Topic: P-3 Grades 1-3; Parent/Family; Reading/Literacy
Author(s): Cheadle, Jacob

Publication: Sociology of Education
Season: Winter 2008

Findings/Results:

This study uses Lareau’s term “concerted cultivation” to describe a composite measure of parenting that includes:
• Child participation in adult-orchestrated leisure activities (e.g., clubs, sports, art classes, music)
•&#...

2008-12-01T00:00:00

"Double Dose" Algebra as an Alternative Strategy to Remediat...
To evaluate the effectiveness of the double-period algebra policy initiated in the CPS.

Issue/Topic: Curriculum--Mathematics; Student Supports--Remediation
Author(s): Allensworth, Elaine; Nomi, Takako
Organization(s): University of Chicago; University of Chicago Consortium on Chicago School Research
Publication: Journal of Research on Educational Effectiveness
Published On: 2009

Findings/Results: Although the double-dose policy only modestly affected grades and failure rates in 9th-grade algebra for low-skilled students, the findings suggest that, post policy, double-dose students were better off taking it than than taking r...

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

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): Schmidt, William; Cogan, Leland; 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

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; Hillen, Amy; Sherman, Milan; Kaufman, Julia
Organization(s): University of Pittsburgh; Kennesaw State College; Carnegie Mellon University; Portland State University
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

Does Raising the Bar Level the Playing Field?: Mathematics C...
To investigate the consequences of academic intensification for social stratification in American high schools, particularly focusing on inequalities in access to higher level math courses such as calculus.

Issue/Topic: Curriculum--Mathematics; Equity
Author(s): Domina, Thurston; Saldana, Joshua

Publication: American Education Research Journal
Published On: 7/11/2012

Findings/Results: Race, class and skills gaps in geometry, algebra II, and trigonometry completion have narrowed considerably over the study period. Consistent with the theory of maximally maintained inequality, however, inequalities in calculus completion r...

2012-07-11T00:00:00

The Ineffectiveness of High School Graduation Requirement Re...
To determine whether the relative ineffectiveness of graduation credit requirement reforms is in part the result of lax implementation and enforcement of these policies.

Issue/Topic: High School--Graduation Requirements; High School--College Readiness



Published On: 8/25/2012

Findings/Results: Approximately 18% of students who received a diploma in 2004 did not meet all requirements in either math, science, or both subjects. Approximately 9% of diploma recipients failed to achieve their state's mathematics requirements and more t...

2012-08-25T00:00:00

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