Upgrading High School Mathematics Instruction: Improving Learning Opportunities for Low-Achieving, Low-Income Youth

Gamoran, Adam; Porter, Andrew C.; Smithson, John; White, Paula A.

doi:10.2307/1164447

Cited by 123 publications

(183 citation statements)

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“…In the middle school cohort, greater coverage of core science content is also associated with higher OE achievement. This result is consistent with those of other studies that have found that more exposure to science content is associated with higher science achievement (Gamoran et al, 1997;Schmidt and McKnight, 1995), and it may reflect greater opportunities for students to encounter content that is included on the tests.…”

Section: Greater Coverage Of Curriculum Predicts Science Achievementsupporting

confidence: 92%

Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement

Le¹,

Stecher²,

Lockwood³

et al. 2006

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Section: Greater Coverage Of Curriculum Predicts Science Achievementsupporting

confidence: 92%

Improving Mathematics and Science Education: A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement

Le¹,

Stecher²,

Lockwood³

et al. 2006

View full text Add to dashboard Cite

show abstract

“…Consistent with this theory, several studies indicate that students who are exposed to rigorous curriculum and instruction experience greater achievement gains on average than those who are not (e.g., Argys, Rees, & Brewer, 1996;Attewell & Domina, 2008;Domina, 2014;Gamoran & Hannigan, 2000;Gamoran, Porter, Smithson, & White, 1997;Long et al, 2012;Schmidt et al, 2001). These studies employ a wide range of methods to isolate the effect of rigorous course enrollment for students' later outcomes.…”

Section: Curricular Intensification and Its Consequencesmentioning

confidence: 95%

Aiming High and Falling Short

Domina

McEachin

Penner

et al. 2015

Educational Evaluation and Policy Analysis

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U.S. students persistently trail their international peers in mathematics achievement, performing particularly poorly on the application of mathematical concepts (Gonzalez et al., 2008; Organization for Economic Co-Operation and Development, 2009;Schmidt, 2012). This skills gap impedes U.S. economic growth and competitiveness (Goldin & Katz, 2008). Over the last several decades, U.S. schools have dramatically intensified high school mathematics curricula in an attempt to improve U.S. mathematics achievement (Domina & Saldana, 2012). Central to this movement is the effort to enroll a greater proportion of students in Algebra while they are in middle school. Algebra serves a crucial gatekeeping function in U.S. schools. For students who fail to master Algebra in eighth or ninth grade, the path to advanced training in mathematics and, subsequently, many well-paid and high-status careers is blocked (Adelman, 1999;Attewell & Domina, 2008; Long, Conger, & Iatorola, 2012). Furthermore, it is a uniquely challenging course, drawing heavily upon the concrete procedural skills that students develop in elementary mathematics and requiring students to develop a new set of abstract reasoning skills (

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“…For all the CPD activities and the chosen CPD activity, we asked them to describe the activities in relation to the features of 'effective' professional development identified by Garet et al (2001) and Desimone et al (2002). The 12-month time period was used for these questions of activity because other researchers have demonstrated that when surveyed at the end of a year, teachers have been shown to have good recall of practice for that given year (Gamoran et al 1997;Porter et al 1993).…”

Section: Instrumentmentioning

confidence: 99%