Standards-based mathematics curricula and secondary students' performance on standardized achievement tests

Michael R. Harwell, Thomas R. Post, Yukiko Maeda, Jon D. Davis, Arnold L. Cutler, Edwin Andersen, Jeremy A. Kahan

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13 Scopus citations


The current study examined the mathematical achievement of high school students enrolled for 3 years in one of three NSF funded Standards-based curricula (IMP, CMIC, MMOW). The focus was on traditional topics in mathematics as measured by subtests of a standardized achievement test and a criterion-referenced test of mathematics achievement. Students generally scored at or above the national mean on the achievement subtests. Hierarchical linear modeling results showed that prior mathematics knowledge was a significant but modest predictor of achievement, student SES had a moderate effect, and increasing concentrations of African American students in a classroom were associated with a stronger effect of attendance on achievement. No differences on the standardized achievement subtests emerged among the Standards-based curricula studied once background variables were taken into account. The two suburban districts providing data for the criterion-referenced test achieved well above the national norm.

Original languageEnglish (US)
Pages (from-to)71-101
Number of pages31
JournalJournal for Research in Mathematics Education
Issue number1
StatePublished - Jan 1 2007


  • Cross sectional studies
  • Integrated curriculum
  • Multivariate techniques
  • Program/project assessment
  • Secondary mathematics

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