Does Curriculum Coherence Matter? Insights From a Randomized Field Trial Involving 60 Districts

• In Event: The Question of Coherence: Perspectives on Curriculum Coordination and Alignment

Abstract

This paper reports on a 2x2x2 randomized field trial aimed at building school districts' capacity for systemic coherence in teachers' implementation of mathematics curriculum. The five-year project was guided by the principle of evidence-based strategic improvement where professional development in curricular coherence and teaching designed to elevate learning expectations and performance outcomes for all students was implemented. Districts were randomly assigned to receive professional development that focused on a combination of micro-coherence, macro-coherence and resource utilization. Preliminary results indicated that significant gains were found for conditions where professional development emphasized coherent curriculum. Implications for the Common Core State Standards for Mathematics were discussed.

Authors

• Richard T. Houang, Michigan State University

• William H. Schmidt, Michigan State University

• Neelam Kher, Michigan State University

• Leland S. Cogan, Michigan State University