This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio

by
Mark C. Ault

This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio. Achievement was measured using the Ohio Sixth Grade Mathematics Proficiency Test (OPT). Test performance was studied for three years prior to the implementation of the standardsbased program (2000-2002) and compared to test performance for three years immediately after the program was implemented (2003-2005).
Total raw scores from each group were compared as well as student responses to questions involving algebra, conceptual understanding, problem-solving, number relations. Sub-groups based on Terra Nova Achievement scores and gender were also used
when making comparisons. The implementation of the standards-based program, Mathscape, showed no significant positive effects on student achievement in any area or category in this study. One sub-group of students who scored in the 89th to 75th Terra Nova National
Percentile Rank had a significant difference in the area of number relations on the Ohio Proficiency Test. The students in this sub-group who were not taught using the Mathscape curriculum had a mean score that was 6.81% higher than the corresponding sub-group who were taught with the Mathscape program. This difference proved to be significant at p < .05 and the effect size of 0.395 was considered important. Further research is recommended to determine specifically why students in this particular sub-group who were taught with this standards-based program scored lower on problems in the number relations category and whether other standards-based
programs would produce similar results.

Emily E. Stitsinger. Elementary Principals’ Views on the Relationship between the School Library Media Center and Student Achievement

Evelyn Daniel

This study surveyed the opinions of principals on the relationship between the school library media center and student achievement. Principals from six local North Carolina school districts were invited to fill out a questionnaire online. Results were examined for correlations between principals’ opinions on student achievement as it related to several variables. Questionnaire statements pertaining to student achievement, funding, technology, and communication were each analyzed. The findings from this study reaffirm the need for increased communication between the school library media specialist, principal, and faculty. They also expose the same uncertainty unearthed by previous studies that principals display when it comes to the connection between the school library media center and student achievement. The small response size prohibited any conclusive findings but did highlight areas for further research. While survey results only reflect principal opinions rather than demonstrated causality, they still suggest a disparity between principals’ beliefs and current research in the field.