The Role of Reform-Oriented Mathematics Curriculum in More Equitable Instruction

• In Event: Roundtable Session 20
  In Roundtable Session: Intervening in Algebra

Abstract

Drawing on data from a large-scale, randomized study of a reform-oriented algebra curriculum, we investigate whether teachers in low-achieving classrooms using the reform curriculum report more instructional time spent on reform-oriented activities and less instructional time on traditional activities compared to teachers in high-achieving classrooms. Furthermore, we compare teachers using the reform algebra curriculum to teachers in other schools that are using diverse curricula for algebra instruction. Our findings indicate that while the reform curriculum may ameliorate some inequities in time spent on reform-oriented tasks among students at diverse achievement levels, teachers of high- versus low-achieving students spend inequitable instructional time on some traditional and reform activities regardless of the curriculum in use.

Authors

• Julia Heath Kaufman, University of Pittsburgh

• Rita T. Karam, RAND Education

• John Pane, RAND Corporation