Mathematics education: curriculum, instruction, and student outcomes

PERCEPTIONS of EDUCATORS in a Massachusetts URBAN SCHOOL DISTRICT of CHANGES in REFORM-RELATED PRACTICES in MATHEMATICS INSTRUCTION SINCE the IMPLEMENTATION of STATEWIDE TESTING

This study, which examined the effects of mathematics reform on teacher practices in Massachusetts, had two central purposes: (a) to identify reform-related practices in mathematics instruction that have increased, decreased, or not changed since the implementation of high-stakes testing according to educators' perceptions and (b) to determine educators' perceptions of the effects of reform-related practices on student achievement since the implementation of high-stakes testing. High-stakes testing is a dramatic change in education practice and has changed the face of mathematics instruction, yet there is only limited research on its effects. This study investigated the perceptions of educators, both generally and by demographic, regarding the effects of mathematics reform on students since the implementation of outcomes-based testing.

ACKNOWLEDGMENTS

I would like to acknowledge my wife and family for their support during this time. I would like to thank my committee members for their time effort and support. I want to recognize all my teachers and friends whose support through the years has made this journey possible.

TABLE of CONTENTS

ABSTRACT

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TABLE of CONTENTS

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LIST of FIGURES

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CHAPTER Page

1. INTRODUCTION

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Statement of the Problem

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Purpose of the Study

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Research Question

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Significance of the Study

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Methods and Procedures

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Definitions of Terms

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CHAPTER 2: LITERATURE REVIEW

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Introduction

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Components of Massachusetts Education Reform Act (MERA)

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Perspectives of Educators Regarding Standardized Education Reforms

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Standards and Assessments

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Changes in Curriculum and Modes of Instruction

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Effects of Accountability Systems on Individual Teachers

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Effects of Accountability Systems on School Capacity

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Effects of Accountability Systems on Student Learning

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Alignment of Curriculum and Instruction

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