U.S. High School Math and Science Curriculum Reform Study

A large-scale study documented instructional practices and content in U.S. high schools using novel methodologies. The research, led by Andrew C. Porter, provides evidence that increased standards did not dilute the curriculum, though practice fell short of professional goals. The dataset underpins a policy brief from the Consortium for Policy Research in Education (CPRE).

Use Cases

• Analyze instructional practices in high school math and science based on documented classroom observations.
• Study the relationship between curriculum standards and actual content delivery based on the research findings.
• Develop indicators of 'opportunity to learn' based on the novel methodologies described.

Strengths

• Draws from a large study of U.S. high schools.
• Uses novel methodologies for documenting instruction and content.
• Provides analysis on the effects of increased academic standards.

Limitations

• Row count and column-level documentation are absent; field semantics must be inferred after download.
• The underlying raw data is not directly accessible; the primary artifact is a summary policy brief.
• Last update date is unknown; freshness unverified.

Provenance

Source

Consortium for Policy Research in Education (CPRE), University of Pennsylvania.

Collection Method

Large study documenting instructional practices and content using novel methodologies.

Geography

United States