The Effects of Content Organization and Curriculum Implementation on Students’ Mathematics Learning in Second-Year High School Courses
James E. Tarr, Douglas A. Grouws, Óscar Chávez, and Victor M. Soria
July 2013, Volume 44, Issue 4, Page 683
The authors examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity.