Title: | After Two Years, Three Elementary Math Curricula Outperform a Fourth |
Description: | The purpose of this report is to generate hypotheses for future research. The pattern of relationships between instructional patterns and student achievement is largely consistent with earlier research, but not in every case. Results that are less consistent with earlier research include lower achievement associated with: higher frequency of teachers eliciting multiple strategies and solutions; higher frequency of prompting a student to lead the class in a routine; and higher frequency of students asking each other questions. |
Online Availability: |
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Cover Date: | September 2013 |
Web Release: | September 30, 2013 |
Print Release: | September 27, 2013 |
Publication #: | NCEE 20134019 General Ordering Information |
Center/Program: | NCEE |
Authors: | Roberto Agodini, Barbara Harris, Neil Seftor, Janine Remillard, and Melissa Thomas under contract with Mathematica Policy Research |
Type of Product: | Evaluation Brief |
Keywords: | |
Questions: |
For questions about the content of this Evaluation Brief, please contact: NCES WebMaster. |