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Curricula Alignment and Its Impact on End of Course Assessment Scores

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Title	Curricula Alignment and Its Impact on End of Course Assessment Scores
Subject	algebra, alignment, assessment, curriculum, mapping, policy
Description	The purpose of this mixed methods study was to examine the alignment of the written, enacted, and tested Algebra I curricula in the Cherry Hill (NJ) Public School District. Furthermore, this QUAN-QUAL study sought to determine the impact of course selection (Algebra I, Enriched Algebra) on achievement as measured by the Algebra I End of Course (EOC) Assessment. The quantitative portion examined ex-post facto data collected by the district for the spring 2008 EOC test. The qualitative portion consisted of document analysis and administrator interviews. By utilizing the triangulation method, the researcher attempted to establish a cause-effect relationship between the New Jersey Core Curriculum Content Standards (written), the Cherry Hill curriculum Maps (enacted), and the Algebra I EOC assessment (tested).
Creator	Burti, Neil
Publisher	UMI
Contributors	Frazer, Linda H
Date	2011
Format	PDF
Rights	Burti, Neil

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	Pages Enter page numbers or page ranges separated by commas. For example: 1,3,5-12