The focus of this project is evaluating high school students’ mathematics learning from textbooks embodying two distinct approaches to content organization: an integrated approach (e.g., Core-Plus Mathematics) and a subject-specific course approach (students follow an Algebra I, Geometry, Algebra II sequence).
The research design for this project is longitudinal, and is designed to generate causal evidence through quasi-experimental methods. This project collects original data using diaries/journals/records kept by project teachers, school records/policy documents, assessments of student learning/achievement tests, and classroom observations. Analysis includes HLM modeling.
Project conference papers concerning curriculum implementation can be downloaded from the project website.