A Longitudinal Investigation of the Relationship Between Teachers' Self-Reports of Reform-Oriented Instruction and Mathematics and Science Achievement

Published in: Educational Evaluation and Policy Analysis, v. 31, no. 3, Sep. 2009, p. 200-220

Posted on RAND.org on January 01, 2009

by Vi-Nhuan Le, J. R. Lockwood, Brian M. Stecher, Laura S. Hamilton, Jose Felipe Martinez

Read More

Access further information on this document at epa.sagepub.com

This article was published outside of RAND. The full text of the article can be found at the link above.

In the past two decades, several major initiatives were launched to improve mathematics and science education. One prominent feature in these efforts was a new approach to teaching mathematics and science, referred to as reform-oriented teaching. Although past studies suggest this approach may improve student achievement, the relationships between reform-oriented pedagogy and achievement were weak. The weak relationships may be partially attributable to the limited time frame in which reform-oriented teaching was examined (typically a 1-year period). This study explored the relationship between mathematics and science achievement and reform-oriented teaching over a 3-year period. Results suggested greater exposure to reform-oriented instruction was generally not significantly associated with higher student achievement but the effects became stronger with prolonged exposure to reform-oriented practices. Reform-oriented instruction showed stronger, positive relationships with open-ended measures than with multiple-choice tests in both mathematics and science and with problem-solving skills than with procedural skills in mathematics.

This report is part of the RAND Corporation external publication series. Many RAND studies are published in peer-reviewed scholarly journals, as chapters in commercial books, or as documents published by other organizations.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.