The Impact of Curricular and Pedagogical Factors on Achievement in High School Mathematics

• In Event: Poster Session 14
  In Poster Session: Conceptual and Technical Studies on Assessment Design and Development Topics in K-12 Education

Abstract

This study examined the impact of curricular factors and teaching practices on students’ achievement in mathematics, explored the best predictors of the tested achievement, and examined differences in achievement among student subgroups. The study utilized qualitative and quantitative methods and triangulated findings from teacher surveys, extant data, observations, syllabi, and curriculum scales. The study found that there were differences in tested achievement in high school mathematics among student subgroups and that the best predictors of differential achievement in math were class type, GPA and school level access and opportunity factors. In general, students who had access to more rigorous courses and teachers and whose schools showed higher curriculum quality performed better on state assessments.

Authors

• Anne Hafner, California State University - Los Angeles

• Zara Agvanian, PUSD