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Mathematics Curriculum Effects on Student Achievement in California

Author

Listed:
  • Cory Koedel

    (University of Missouri)

  • Diyi Li

    (University of Missouri)

  • Morgan S. Polikoff

    (USC University of Southern California)

  • Tenice Hardaway

    (USC University of Southern California)

  • Stephani L. Wrabel

    (USC University of Southern California)

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.

Suggested Citation

  • Cory Koedel & Diyi Li & Morgan S. Polikoff & Tenice Hardaway & Stephani L. Wrabel, 2016. "Mathematics Curriculum Effects on Student Achievement in California," Working Papers 1612, Department of Economics, University of Missouri.
    • Handle: RePEc:umc:wpaper:1612
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    References listed on IDEAS

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    Cited by:

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    More about this item

    Keywords

    curriculum evaluation; educational production; student achievement; elementary mathematics;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

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