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High School Mathematics Trajectories: Connecting Opportunities to Learn with Student Performance

Description

"This study is part of a larger multi-year comprehensive (K-12) mathematics and science
curriculum reform initiative focusing on the connection between implemented and
attained high school mathematics curriculum. Students' opportunities to learn
mathematics content in two geographically diverse school districts were studied to
determine if these are linked with student performance in mathematics. All high school
students and their mathematics teachers in both districts provided data for this study.
Preliminary findings support the contention that curriculum differentiation exists at the
high school level. The data suggest that different content trajectories offer very different
opportunities to learn within and between school districts and these content trajectories
are linked to levels of student performance in mathematics. The findings have
implications for student learning outcomes and curriculum policy."