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