Curriculum Quality and Student Learning in Lower SES (Socioeconomic Status) High Schools

• In Event: Poster Session 15
  In Poster Session: Division H Section 1 Poster

Abstract

Although a national sense of urgency to raise student learning exists, high school achievement trends in high schools located in lower socioeconomic status (SES) communities are not promising. School leaders and teachers, working in lower SES environments need practical strategies for increasing student achievement based on sound methodological research. This study utilized multiple regression analysis techniques to analyze a combination of survey and archived data to understand the relationships between curriculum quality and student learning in low SES high schools. Data analyzed from 71 New Jersey high schools yielded three subsets of curriculum quality (curriculum design, curriculum development, forces that influence curriculum), predicted high school achievement in language arts literacy and two subsets (curriculum design and curriculum development) in mathematics.

Authors

• Thomas W. Tramaglini, Rutgers University - New Brunswick/Piscataway

• Christopher H. Tienken, Seton Hall University