Publisher's Synopsis
The purpose of this quantitative study was to explore the effects of new district mathematics curriculum on Nebraska State Accountability-Mathematics (NeSA-M) student cohort scores from 2011 to 2012. This study was significant in isolating variables individual school districts may control in order to do their part in changing the current condition in the United States regarding mathematics learning. The district mathematics curriculum implemented in the fall of 2011 not only contained increases in both content and rigor but also requirements for the learning of content-specific vocabulary, for the learning of literacy strategies to aide mathematical problem solving, and for explaining critical thinking and problem-solving processes in writing. Last, this study was important in that fiscal responsibility and ethics necessitated analysis of spending as the research district spent nearly $2.5 million in developing and implementing the new district mathematics curriculum. Whereas this seminal study indicates statistically significant effects upon student performance on the NeSA-M after implementing district mathematics curriculum, it also implies a need for more research.
