Seeking to examine a fundamental assumption of standards-based reform, this dissertation uses data from San Diego City Schools (SDCS) to address the following questions: (1) To what extent is the content of instruction aligned with the California content standards and with the blueprint for the California Standards Test (CST)? (2) How do instruction, the standards, and the CST blueprint compare with one another in the topics covered and the levels of cognitive demand emphasized? (3) To what extent is the alignment of instruction with either the standards or the CST blueprint related to student achievement on the CST?Because the blueprint for any given grade level consists of the standards with a number of test questions designated for each standard, the number of test questions can be considered a weight by which to redo the standards-SIC mapping and turn it into a ... Students use the concepts of negative numbers: 1.1* Read and write whole numbers in the millions. ... a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
|Title||:||Relationships Among Content Standards, Instruction, and Student Achievement|
|Author||:||Deborah Jane Holtzman|
|Publisher||:||ProQuest - 2009|