Mathematics Curriculum Effects on Student Achievement in California

Cory Koedel, Diyi Li, Morgan Polikoff, Tenice Hardaway and Stephani Wrabel
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Diyi Li: University of Missouri
Morgan Polikoff: USC University of Southern California
Tenice Hardaway: USC University of Southern California
Stephani Wrabel: USC University of Southern California

No 1612, Working Papers from Department of Economics, University of Missouri

Abstract: We estimate relative achievement effects of the four most commonly adopted elementary-mathematics textbooks in the fall of 2008 and fall of 2009 in California. Our findings indicate that one book, Houghton Mifflin’s California Math, is more effective than the other three, raising student achievement by 0.05-0.08 student-level standard deviations of the grade-3 state standardized math test. We also estimate positive effects of California Math relative to the other textbooks in higher elementary grades. The differential effect of California Math is educationally meaningful, particularly given that it is a schoolwide effect and can be had at what is effectively zero marginal cost.

Keywords: curriculum evaluation; educational production; student achievement; elementary mathematics (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 48 pages
Date: 2016-09
New Economics Papers: this item is included in nep-edu
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Citations: View citations in EconPapers (1)

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