Date of this Version
This brief concerns the nature of the high school mathematics and science curriculum in the United States. It draws from a large study which documented instructional practices and content using novel methodologies. This research approach is a promising step toward the development of indicators of opportunity to learn. The study also provides encouraging news about the effects of increased standards in math and science - they did not result in a watering down of the curriculum. However, practice in the schools studied is a far cry from the ambitious goals for math and science instruction now being developed by the profession.
Porter, Andrew C.; Kirst, Michael W.; Osthoff, Eric; Smithson, John L.; and Schneider, Steven A.. (1994). Reform of High School Mathematics and Science and Opportunity to Learn. CPRE Policy Briefs.
Retrieved from https://repository.upenn.edu/cpre_policybriefs/71
Date Posted: 30 September 2016