What Do We Know? Seeking Effective Math and Science Instruction

Author: Urban Institute, The
Publisher: Urban Institute, The
Publication Date: 2005, February
Full text available online at: http://www.urban.org/UploadedPDF/311150.pdf

Abstract (written by WestEd)

This report reviews 18 evaluation studies of math and science curricula to assess their impact on student achievement. A total of 18 math curricula and 21 science curricula were included in the review. For each of the curricula, the report provides a paragraph describing the curriculum and gives a breakdown of results, including results by gender and/or race/ethnicity in 6 cases. The report also enumerates key findings on the outcomes and impacts of the math and science curricula reviewed and the major points regarding professional development. General conclusions are as follows:

• Effective mathematics curricula in middle and high school may be either traditional or integrative (standards-based).
  
  
• Effective science curricula in middle and high school should be inquiry-based rather than traditional.
  
  
• Effective professional development programs are those that focus on content rather than format and that have the following features:
  
  
  • Content tied to curriculum, knowledge of subject matter, and/or how students learn a subject
    
    
  • A minimum of 80 contact hours to effect changes in teachers’ instructional behaviors
    
    
  • A minimum of 160 contact hours to effect changes in the classroom environment