The Impact of a Curriculum Model on the Mathematics and Science Achievement of Economically Disadvantaged Students
Document Type
Article
Publication Date
1-1-2011
Originally Published In
National FORUM of Educational Administration and Supervision Journal
Volume Number
29
Issue Number
1
Page Numbers
63-87
Abstract
State and federal accountability measures have been the focal points of public schools across the nation for decades, most especially the academic achievement gaps in the areas of mathematics and science for economically disadvantaged students. This quantitative study utilized a nonequivalent control group research design and analysis of covariance as the analysis strategy to test the hypotheses that economically disadvantaged students who receive instruction under the branded CSCOPE curriculum model for a minimum of 3 years have significantly higher mathematics and science state test scores than students who receive instruction under other curriculum models. The study found that while CSCOPE districts made significant gains in both math and science between 2006 and 2010, there were no significant differences between the adjusted mean scores of CSCOPE districts and non-CSCOPE districts in either mathematics or science. Implications of the findings are discussed.
