Curriculum Reform in the Common Core Era: Evaluating Elementary Math Textbooks across Six U.S. States

Autor/inn/en	Blazar, David; Heller, Blake; Kane, Thomas J.; Polikoff, Morgon; Staiger, Douglas O.; Carrell, Scott; Goldhaber, Dan; Harris, Douglas N.; Hitch, Rachel; Holden, Kristian L.; Kurlaender, Michal
Titel	Curriculum Reform in the Common Core Era: Evaluating Elementary Math Textbooks across Six U.S. States
Quelle	39 (2020) 4, S.966-1019 (54 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/pam.22257
Schlagwörter	Curriculum Development; Common Core State Standards; Mathematics Materials; Achievement Gains; Textbook Selection; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Common core curriculum; Kerncurriculum; Mathematische Tafel; Achievement gain; Leistungssteigerung; Elementare Mathematik; Schulmathematik
Abstract	Can a school or district improve student achievement simply by switching to a higher quality textbook or curriculum? We conducted the first multi-textbook, multi-state effort to estimate textbook efficacy following widespread adoption of the Common Core State Standards (CCSS) and associated changes in the textbook market. Pooling textbook adoption and student test score data across six geographically and demographically diverse U.S. states, we found little evidence of differences in average achievement gains for schools using different math textbooks. We found some evidence of greater variation in achievement gains among schools using pre-CCSS editions, which may have been more varied in their content than post-CCSS editions because they were written for a broader set of standards. We also found greater variation among schools that had more exposure to a given text. However, these differences were small. Despite considerable interest and attention to textbooks as a low-cost, "silver bullet" intervention for improving student outcomes, we conclude that the adoption of a new textbook or set of curriculum materials, on its own, is unlikely to achieve this goal. [This article was published in "Journal of Policy Analysis and Management" (EJ1268634).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01