Evaluating the Impact of an Advanced Math Curriculum on High-Potential English Learners: Pre- and Post-Pandemic Comparisons

• In Event: Classroom Practices and Student Achievement

Abstract

The COVID-19 pandemic has notably altered students' learning profiles, prompting a reassessment of educational methodologies. This experimental study investigated the impact of the advanced M2 math curriculum on high-potential English learners' mathematical achievement, comparing outcomes between pre-pandemic and post-pandemic cohorts. Achievement was evaluated using both an open-response test and a standardized test. Results indicated that the experimental groups from both cohorts made comparable gains on the open-response test, significantly outperforming their comparison groups. No cohort effect was detected. These findings indicate M2 curriculum’s ongoing effectiveness in enhancing mathematical reasoning and promoting equitable talent development in underserved students. Conversely, no significant differences were observed in standardized test scores, suggesting that further longitudinal research is necessary to assess the curriculum's long-term effects.

Authors

• Jenny Yang, St. John's University

• Gulnur Ozbek, St. John's University

• Seokhee Cho, St. John's University