Curricular Coherence and the Common Core State Standards for Mathematics
Bibliographic Data
| ID | 9735105 |
|---|---|
| Authors | William H Schmidt (0000-0002-7933-5457, Michigan State University, East Lansing, MI, corresponding author), Richard T Houang (0000-0001-5022-2275, Michigan State University, East Lansing, MI) |
| Year | 2012 |
| Volume | 41 |
| Issue | 8 |
| Pages | 294-308 |
| Publication date | 2012-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x12464517 |
| OpenAlex | W2044707917 |
| Language | EN |
| Citations received | 18 |
| References cited | 7 |
In this work, we explored the relationship of the Common Core State Standards in Mathematics (CCSSM) to student achievement. Building on techniques developed for the Third International Mathematics and Science Study (TIMSS), we found a very high degree of similarity between CCSSM and the standards of the highest-achieving nations on the 1995 TIMSS. A similar analysis revealed wide variation in the proximity of state standards in effect in 2009 to the CCSSM. Finally, we used regression and analysis of covariance techniques to assess the relationship between the proximity of a state’s standards to the CCSSM and performance on the 2009 National Assessment of Educational Progress (NAEP). After adjusting for cut-points on state assessments and controlling for state demographics related to socioeconomic status and poverty, we found that states with standards more like the CCSSM, on average, had higher NAEP scores
Academic standards · Coherence (philosophical gambling strategy · Econometrics · Grading (engineering · Higher education · Mathematics education · Political science · Socioeconomic status · Sociology · State (computer science · Statistics · Demography · Educational Assessment and Pedagogy · Engineering · Mathematics · Mathematics Education and Programs
Conceptualizing an Initial Framework to Support Discipline-Rich Project-Based Learning in STEM
‘The shadows of “boundary” remain’
Disciplinary emphasis and coherence of integrated science textbooks
From curriculum to career
The unintended effects of the Common Core State Standards on non-targeted subjects
“Are You Saying That We’re Racist?”
Predicting student science achievement using post‐unit assessment performances in a coherent high school chemistry project‐based learning system
Teachers in Neoinstitutional and World Culture Theory
When I Believe, I Can
Writing Instruction for Adolescents in the Shadow of the Common Core State Standards
Curriculum coherence when subject-specific standards are absent
Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics
Evidence Use and the Common Core State Standards Movement
Challenging the Research Base of the Common Core State Standards
How Well Aligned Are Textbooks to the Common Core Standards in Mathematics
Did States’ Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence From a Comparative Interrupted Time Series Study of Standards-Based Reform
Access, Activation, and Influence
Education Politics and Policy
| Unique citing works | 18 |
|---|---|
| Citations per year | 1,38 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |