
CPMP Longitudinal
Study
Key
Findings
With the publication
of the 1st edition of the CorePlus Mathematics program (19972000),
CPMP evaluators began a fiveyear longitudinal study to monitor students
and teachers in three high schools that were using the published curriculum
with all students. The students in these high schools had also completed
a NSFfunded Standardsbased mathematics program in middle school. Most
of the teachers had prior experience teaching CorePlus Mathematics.
Some, but not all, had participated in CPMP professional development programs.
Student performance
on a variety of measures was tracked from grade 9 through their first
year of postsecondary study or work. This report highlights the main
findings. Students who studied from the published CorePlus Mathematics materials demonstrated levels of conceptual understanding and problemsolving
competence at or above those of students who had used the fieldtest
materials. Students using the published program also consistently scored
as well or better on several measures of algebraic symbol manipulation
as students at comparable stages in more conventional curricula. For
example, on the Educational Testing Service's Algebra EndofCourse
Examination,
students at the end of Course 2 scored especially well on subtests of Concepts
and Processes and about the same on Skills as a national sample of students
who were completing a firstyear algebra course. For further discussion
of the Algebra EndofCourse Examination findings, see Schoen & Hirsch
in the MAA Monthly, 2003. This general finding of relative algebraic competence,
both compared to that of CorePlus Mathematics fieldtest students and
to comparable students in more conventional curricula, is supported by
ACT Mathematics Test results and by results from a TIMSSBased Advanced
Mathematics test administered at the end of Course 4.
At the end of Course
3, CorePlus Mathematics students completed a TIMSSbased test of mathematical
literacy and scored near the level of the highest scoring country internationally
(the Netherlands). For more details, see Developing
Mathematical Literacy.
With respect to preparation
for college mathematics courses, the CPMP evaluation data suggests
that the fieldtest materials prepared students especially well for
progressive college calculus programs, for example, those using the
Harvard Consortium Calculus texts. As for more traditional college
mathematics programs, the 1st edition longitudinal study data from
high school graduates who entered a variety of colleges after completing
three or four CorePlus Mathematics courses showed no patterns
of deficiency overall when high school mathematics background was
kept constant.
In their first college semester, when compared with students from more
conventional high school mathematics programs, CorePlus Mathematics graduates
with similar high school mathematics backgrounds completed university
mathematics courses through Calculus II at similar frequencies
and with similar success rates. For more details, see College
Mathematics CourseTaking and Performance Patterns.
