Instructional Validity, Opportunity To Learn and Equity: New Standards Examinations for the California Mathematics Renaissance.

摘要: The study used data from the Spring 1996 administration of New Standards Mathematics Reference Examination for Middle Grades to examine instructional validity Examination, opportunity learn and equity in context California Renaissance program. Student teacher responses questionnaires student performance were compared between non-Renaissance groups (called multi-state group). Our results showed that teachers had more opportunities participate reform-oriented professional development activities than a comparison group classroom practice reflected these learning opportunities. students also significantly higher levels on Skills Problem Solving clusters examination group, after adjusting background characteristics. Furthermore, achievement smaller gap white minority regardless SES (i.e., parent education). positive effect strategies outcomes all three clusters. These suggest Examinations generally educational