Kristin J. Cebulla’s research while affiliated with Morehead State University and other places

We report results from a study of instructional practices that relate to student achievement in high school classrooms in which a standards-based curriculum (Core-Plus) was used. We used regression techniques to identify teachers' background characteristics, behaviors, and concerns that are associated with growth in student achievement and further described these associations via graphical representations and logical analysis. The sample consisted of 40 teachers and their 1,466 students in 26 schools. Findings support the importance of professional development specifically aimed at preparing to teach the curriculum. Generally, teaching behaviors that are consistent with the standards' recommendations and that reflect high mathematical expectations were positively related to growth in student achievement.

The level of preparation for college entrance tests, university mathematics placement tests, and beginning college mathematics courses was studied for students who completed the Standards-oriented curriculum "Contemporary Mathematics in Context" (A. Coxford, J. Fey, C. Hirsch, H. Schoen, E. Hart, B. Keller, and A. Watkins, 2001), the high school curriculum developed by the Core-Plus Mathematics Project (CPMP). Eight CPMP field test schools provided SAT scores for their students, and 15 test schools provided ACT results. A total of 164 CPMP students and 177 precalculus students took a college placement test used at a major university. Freshman college mathematics course grade data for each year from 1995-1996 through 1998-1999 were gathered for the graduates of two high schools, one of which used CPMP. Neither the SAT nor the ACT assessments were well aligned with the content goals of the CPMP curriculum, but CPMP course 3 (third year of the curriculum) students appeared to be as well prepared for SAT mathematics as other high school students, and CPMP course 4 students appeared to be better prepared. The ACT was more problematic for CPMP students through course 3, but even those students were not disadvantaged on the ACT. The pattern of success of CPMP students on the college placement test was somewhat better than that of traditional students, in spite of placement criteria that ignored students' conceptual understanding and facility with applications if their algebraic symbol manipulation skills were below criterion level. These results provide evidence in support of the feasibility of curricula that embody Standards recommendations. (Contains 22 references.) (SLD)

Typescript (photocopy). Thesis (Ph. D.)--University of Iowa, 2002. Includes bibliographical references (leaves 147-151).

Incl. bibl.