Mathematics: Which practices impact student achievement?
Aiming High and Falling Short: California's EighthGrade AlgebraforAll Effort Purpose: To understand the effects of curricular intensification in middle school mathematics  
Issue/Topic: Author(s): Domina, Thurston; McEachin, Andrew; Penner, Andrew; Penner, Emily Organization(s): University of California, Irvine; North Carolina State University; Stanford University Publication: Educational Evaluation and Policy Analysis Published on: 8/26/2015 
Findings/Results:

Using Assessment Data to Guide Math Course Placement of California Middle School Students Purpose: To determine the relationship between students' proficiency on the algebra I CST in grade 8 and two assessments in grades 6 and 7, and how accurately students' performance on these two assessments predicts algebra I proficiency in grade 8  
Issue/Topic: Assessment
Curriculum  Mathematics
Instructional Approaches  Tracking/Ability Grouping Author(s): Huang, ChunWei; Snipes, Jason; Finkelstein, Neal Organization(s): WestEd National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education Publication: Published on: 9/1/2014 
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Spending More of the School Day in Math Class: Evidence from a Regression Discontinuity in Middle School Purpose: To determine to what extent students’ gains from remediation persist after the quantity of instruction they receive returns to typical levels  
Issue/Topic: CurriculumMathematics; Remediation (K12) Author(s): Taylor, Eric Organization(s): Stanford University Publication: Journal of Public Economics Published on: 6/3/2014 
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Student Math Achievement and OutofField Teaching Purpose: To investigate the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics' High School Longitudinal Study of 2009 (HSLS:09). To show how HSLS:09 can be used to analyze the distribution of qualified teachers in mathematics.  
Issue/Topic: CurriculumMathematics; Teaching QualityCertification and LicensureAssignment Author(s): Organization(s): Publication: Educational Researcher Published on: 10/1/2013 
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Effects of School Racial Composition on K12 Mathematics Outcomes: A Metaregression Analysis Purpose: To review the social science literature published on the relationship between mathematics outcomes and the racial composition of the K12 schools students attend  
Issue/Topic: CurriculumMathematics; Equity Author(s): Bottia, Martha; Lambert, Richard; Mickelson, Roslyn Organization(s): University of North Carolina Publication: Review of Educational Research Published on: 3/1/2013 
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The Ineffectiveness of High School Graduation Requirement Reforms: A Story of Implementation and Enforcement? Purpose: To determine whether the relative ineffectiveness of graduation credit requirement reforms is in part the result of lax implementation and enforcement of these policies.  
Issue/Topic: High SchoolCollege Readiness; High SchoolGraduation Requirements Author(s): Organization(s): Publication: Published on: 8/25/2012 
Findings/Results: Approximately 18% of students who received a diploma in 2004 did not meet all requirements in either math, science, or both subjects. Approximately 9% of diploma recipients failed to achieve their state's mathematics requirements and more than 11% fai... 
The Unintended Consequences of an AlgebraforAll Policy on HighSkill Students: Effects on Instructional Organization and Students' Academic Outcomes Purpose: To understand unintended consequences on highskill students of a policy that expanded opportunities to take algebra for lowskill students  
Issue/Topic: Author(s): Nomi, Takako Organization(s): University of Chicago Consortium on Chicago School Research Publication: Educational Evaluation & Policy Analysis Published on: 7/31/2012 
Findings/Results:

Does Raising the Bar Level the Playing Field?: Mathematics Curricular Intensification and Inequality in American High Schools, 19822004 Purpose: To investigate the consequences of academic intensification for social stratification in American high schools, particularly focusing on inequalities in access to higher level math courses such as calculus.  
Issue/Topic: CurriculumMathematics; Equity Author(s): Domina, Thurston; Saldana, Joshua Organization(s): Publication: American Education Research Journal Published on: 7/11/2012 
Findings/Results: Race, class and skills gaps in geometry, algebra II, and trigonometry completion have narrowed considerably over the study period. Consistent with the theory of maximally maintained inequality, however, inequalities in calculus completion remain pronounce... 
College for All: Gaps Between Desirable and Actual P12 Math Achievement Trajectories for College Readiness Purpose: This study addresses missing links in the current P16 education and "College for All" debates by investigating gaps between actual and desirable math achievement trajectories for different college pathways. The goals of the study are twofold: (1) to compare performance standards, benchmarks, and norms for college readiness, and; (2) to assess college readiness gaps among all students as well as among racial and social groups.  
Issue/Topic: High SchoolCollege Readiness; P16 or P20 Author(s): Organization(s): Publication: Published on: 3/5/2012 
Findings/Results: 1. This study revealed large disparities between actual and desirable math achievement levels for college readiness.
2. Math achievement was a good predictor of whether students in P12 stay on track toward 2 or 4 year college education. 3. ... 
Curricular Coherence and the Common Core State Standards for Mathematics Purpose: To explore the relationship of the Common Core State Standards for Mathematics (CCSSM) to student achievement  
Issue/Topic: CurriculumMathematics; StandardsCommon Core State Standards Author(s): Houang, Richard; Schmidt, William Organization(s): Michigan State University Publication: Educational Researcher Published on: 1/1/2012 
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Balancing Career and Technical Education With Academic Coursework: The Consequences for Mathematics Achievement in High School Purpose: To examine the relationship between CTE coursework and mathematics achievement in high school  
Issue/Topic: Career/Technical Education; CurriculumMathematics Author(s): Bozick, Robert; Dalton, Benjamin Organization(s): Rand Corporation; RTI International Publication: Educational Evaluation and Policy Analysis Published on: 1/1/2012 
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Algebra: A Challenge at the Crossroads of Policy and Practice Purpose: To provide an assessment of what we know about selective and “universal algebra” policies, including who is getting access to algebra and at what point in their educational careers. Also assessed is the knowledge base regarding what is taught in the name of algebra and the outcomes associated with different patterns of algebra course taking.  
Issue/Topic: CurriculumMathematics; Instructional ApproachesTracking/Ability Grouping Author(s): Hillen, Amy; Kaufman, Julia; Sherman, Milan; Stein, Mary Organization(s): Carnegie Mellon University; Kennesaw State College; Portland State University; University of Pittsburgh Publication: Review of Educational Research Published on: 12/20/2011 
Findings/Results: U.S. Trends for Who Takes Algebra and When, and What Algebra is Taken

Content Coverage Differences across Districts/States: A Persisting Challenge for U.S. Education Policy Purpose: To explore the relationship between classroom mathematics content coverage and student achievement  
Issue/Topic: Equity; Standards Author(s): Cogan, Leland; Houang, Richard; McKnight, Curtis; Schmidt, William Organization(s): Michigan State University; University of Oklahoma Publication: American Journal of Education Published on: 1/1/2011 
Findings/Results: Significant differences in content coverage do exist as a function of the U.S. education system, and this is related to the observed student achievement differences. 1. In the 13 districts examined, vast variation in math content existed and non... 
Assessing English Language Learners' Opportunity to Learn Mathematics: Issues and Limitations Purpose: To explore the relationship between students' ELL status and their level of opportunity to learn as a factor that may explain performance differences between ELL and nonELL students  
Issue/Topic: Bilingual/ESL Author(s): Abedi, Jamal; Herman, Joan Organization(s): University of California, Davis; University of California, Los Angeles Publication: Teachers College Record Published on: 1/1/2010 
Findings/Results: 1. Opportunity to Learn (OTL) has important effects on student performance, even after controlling for students' prior ability and prior academic preparation.
2. ELL students report a lower level of OTL as compared with nonELLs and such differenti... 
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