Two CPMP field test progress reports of the mathematical achievement levels on various measures of students in the CPMP curriculum for up to three years as compared to those in more traditional curricula are now available. Abstracts of the reports are given below.
Mathematical Achievement on Standardized Tests
This report focuses on standardized achievement test results aggregated across the 33 field test schools who were on a regular two-semester schedule. On the Ability to Do Quantitative Thinking, the mathematical subtest of the Iowa Tests of Educational Development, CPMP students in both Course 1 and Course 2 performed better across the distribution than comparison students in more traditional mathematics classes. CPMP students also grew more from the beginning of grade 9 to the end of each of grades 9, 10, and 11 than the nationally representative norm group for this test. At the end of Course 3, CPMP students performed particularly well on NAEP-developed measures of data analysis, probability and statistics and on measures of conceptual understanding. Their performance was somewhat lower in some other content areas and on items assessing procedural outcomes, but still considerably higher than a nationally representative sample of twelfth-grade students.
Assessments of Students' Mathematical Performance
This report focuses on performance assessments of student achievement aggregated across the 33 field test schools who were on a regular two-semester schedule. On project developed open-ended posttests of mainly algebraic and geometric content, CPMP students in both Course 1 and Course 2 performed significantly better on conceptual, application and problem-solving tasks than comparison students in more traditional mathematics classes. At the end of Course 1, the comparison students performed somewhat better on tasks assessing algebraic procedures, but that difference had disappeared by the end of Course 2. Problem-based interviews were used to gain a better insight into the differences in the mathematical understanding of the CPMP and comparison students.
For a copy of either or both of these reports, contact Core-Plus Mathematics Project Evaluation Center, N288 Lindquist Center, University of Iowa, Iowa City, Iowa 52242; e-mail firstname.lastname@example.org; voice (319) 335-5498; fax (319) 335-5965. -------
Marcia Weller Weinhold Outreach Coordinator
Core-Plus Mathematics Project Phone: 616-387-4589 4408 Everett Tower Fax: 616-387-4530 Department of Mathematics and Statistics Western Michigan University