Curriculum and Implementation Effects on High School Students' Mathematics Learning From Curricula Representing Subject-Specific and Integrated Content Organizations

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Douglas A. Grouws University of Missouri

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James E. Tarr University of Missouri

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Óscar Chávez University of Missouri

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Ruthmae Sears University of Missouri

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Victor M. Soria University of Missouri

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Rukiye D. Taylan University of Missouri

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This study examined the effect of 2 types of mathematics content organization on high school students' mathematics learning while taking account of curriculum implementation and student prior achievement. The study involved 2,161 students in 10 schools in 5 states. Within each school, approximately 1/2 of the students studied from an integrated curriculum (Course 1) and 1/2 studied from a subject-specific curriculum (Algebra 1). Hierarchical linear modeling with 3 levels showed that students who studied from the integrated curriculum were significantly advantaged over students who studied from a subject-specific curriculum on 3 end-of-year outcome measures: Test of Common Objectives, Problem Solving and Reasoning Test, and a standardized achievement test. Opportunity to learn and teaching experience were significant moderating factors.

Contributor Notes

Douglas A. Grouws, Department of Learning, Teaching, and Curriculum, University of Missouri, 303 Townsend Hall, Columbia, MO 65211; grouwsd@missouri.edu

James E. Tarr, Department of Learning, Teaching, and Curriculum, University of Missouri, 303 Townsend Hall, Columbia, MO 65211; tarrj@missouri.edu

Óscar Chávez, Department of Learning, Teaching, and Curriculum, University of Missouri, 303 Townsend Hall, Columbia, MO 65211; chavezo@missouri.edu

Ruthmae Sears, Department of Learning, Teaching, and Curriculum, University of Missouri, 303 Townsend Hall, Columbia, MO 65211; rsy5f@mail.missouri.edu

Victor M. Soria, Department of Learning, Teaching, and Curriculum, University of Missouri, 303 Townsend Hall, Columbia, MO 65211; soriav@missouri.edu

Rukiye D. Taylan, Department of Learning, Teaching, and Curriculum, University of Missouri, 303 Townsend Hall, Columbia, MO 65211; rdtb7d@mail.mizzou.edu

(Corresponding author is Grouws grouwsd@missouri.edu)
(Corresponding author is Tarr tarrj@missouri.edu)
(Corresponding author is Chávez chavezo@missouri.edu)
(Corresponding author is Sears rsy5f@mail.missouri.edu)
(Corresponding author is Soria soriav@missouri.edu)
(Corresponding author is Taylan rdtb7d@mail.mizzou.edu)
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Journal for Research in Mathematics Education
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