State Policy and Classroom Performance: Mathematics Reform in California

California elementary school teachers were surveyed in 1994 to study the effects of state-level mathematics instructional reforms. The data likely contains teacher-reported classroom practices, professional development opportunities, and student achievement measures. The study was authored by David K. Cohen and published as a CPRE policy brief.

Use Cases

• Modeling the relationship between state policy and classroom practice based on teacher survey responses.
• Analyzing the influence of teacher learning opportunities on student mathematics achievement.
• Evaluating the impact of instructional reforms on teaching methods and student performance.

Strengths

• Data is tied to a specific, documented policy reform effort in California in the early 1990s.
• Study design links teacher-reported practice, professional development, and student achievement.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• Last update date is unknown; freshness unverified.

Provenance

Source

David K. Cohen, CPRE (Consortium for Policy Research in Education) Policy Briefs.

Collection Method

Survey of California elementary school teachers.

Time Range

1994

Freshness

Data is from a 1994 survey; it is a historical snapshot.

Geography

California, United States