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MSP LNC 2011

Building Systemic Coherence through Evidence-Based Curriculum Development


PROM/SE initiated a Randomized Field Trial in Fall, 2005. Among the three experimental factors two focused on PD related to the structure of the curriculum and the third factor focused on the use of data resources to initiate and implement curricular changes. Changes in students' mathematics attainment were used as the dependent variables. Initial findings indicated that at the elementary grades and middle grades a majority of the topic strands that were the focus of teacher PD showed statistically significant achievement gains. Districts that were randomly assigned to the experimental conditions had significantly higher gains in those topic areas that were the focus of the PD. In many cases there were significant interactions between the micro and macro coherence factors.