An Investigation of the Effectiveness of Reform Mathematics Curricula Analyzed by Ethnicity, Socio-Economic Status, and Limited English Proficiency

• Published in: Mathematics and computer education Vol. 45; no. 1; pp. 10 - 16
• Main Authors: Vega, Tina, Travis, Betty
• Format: Journal Article
• Language: English
• Published: Old Bethpage MATYC Journal Inc 2011; Mathematics and Computer Education
• Subjects: African American Students; Age Differences; Conventional Instruction; Curricula; Curriculum development; Economically Disadvantaged; Educational Change; Ethnicity; Grade 11; Limited English Speaking; Mathematics Achievement; Mathematics Curriculum; Mathematics education; Mathematics teachers; Racial Differences; Secondary education; Secondary School Mathematics; Socioeconomic Influences; Socioeconomic Status; Teaching Methods; Thinking Skills; Texas
• ISSN: 0730-8639

Progress in secondary education today is measured primarily through high stakes testing administered on a state-by-state basis. While states may require a common assessment instrument, how the objectives are to be taught, however, is generally up to the schools. This results in debates among educators as to the best curricula for all students. Although there are many different teaching styles, this article focuses on two approaches to teaching mathematics in the secondary classroom commonly referred to as "traditional" and "reform" and the impact of the curriculum on student achievement analyzed by ethnicity, socio-economic status (SES), and limited English proficiency (LEP). The research focuses on determining the efficacy and effectiveness of reform mathematics curricula by analyzing Texas high school mathematics Texas Assessment of Knowledge and Skills (TAKS) scores and using those scores to establish if any trends demonstrate student improvement compared to students taught in a more traditionally-based classroom. Namely, 9th grade Limited English Proficient students, 9th grade Economically Disadvantaged students, and 11th grade African American students who were reform-taught in the years 2003-2004 were found to outperform those traditionally taught. With the exception of these subcategories, this study concludes that there was not enough evidence to claim that students taught via reform mathematics curricula had greater mathematical understanding as measured by the state assessment instrument. The data might also suggest an advantage to some populations that were traditionally taught but this would require further statistical review. (Contains 2 tables.)