The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement
We examine student achievement of 2533 students in 10 middle schools in relation to the
implementation of textbooks developed with funding from the National Science Foundation
(NSF) or publisher-developed textbooks. Using hierarchical linear modeling (HLM),
curriculum type was not a significant predictor of student achievement on the Balanced
Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for student-
level variables. However, the Standards-Based Learning Environment (SBLE) moderated …
implementation of textbooks developed with funding from the National Science Foundation
(NSF) or publisher-developed textbooks. Using hierarchical linear modeling (HLM),
curriculum type was not a significant predictor of student achievement on the Balanced
Assessment in Mathematics (BAM) or TerraNova Survey (TNS) after controlling for student-
level variables. However, the Standards-Based Learning Environment (SBLE) moderated …
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