Seeking to examine a fundamental assumption of standards-based reform, this dissertation uses data from San Diego City Schools (SDCS) to address the following questions: (1) To what extent is the content of instruction aligned with the California content standards and with the blueprint for the California Standards Test (CST)? (2) How do instruction, the standards, and the CST blueprint compare with one another in the topics covered and the levels of cognitive demand emphasized? (3) To what extent is the alignment of instruction with either the standards or the CST blueprint related to student achievement on the CST?The difference is significant (at palt;.001, no less) for every grade level except for eighth-grade general math. ... for these classes is actually aquot;Middle School Algebra, aquot; but the intended content of this course is primarily that of the seventh- grade standards (SDCS, 2004-05, p. Math-9), and the students in this course take the General Math CST. ... Note 1 : Means and standard deviations are sample- weighted.
|Title||:||Relationships Among Content Standards, Instruction, and Student Achievement|
|Author||:||Deborah Jane Holtzman|
|Publisher||:||ProQuest - 2009|