The purpose of this quantitative study was to explore the effects
of new district mathematics curriculum on Nebraska State
Accountability-Mathematics (NeSA-M) student cohort scores from 2011
to 2012. This study was significant in isolating variables
individual school districts may control in order to do their part
in changing the current condition in the United States regarding
mathematics learning. The district mathematics curriculum
implemented in the fall of 2011 not only contained increases in
both content and rigor but also requirements for the learning of
content-specific vocabulary, for the learning of literacy
strategies to aide mathematical problem solving, and for explaining
critical thinking and problem-solving processes in writing. Last,
this study was important in that fiscal responsibility and ethics
necessitated analysis of spending as the research district spent
nearly $2.5 million in developing and implementing the new district
mathematics curriculum. Whereas this seminal study indicates
statistically significant effects upon student performance on the
NeSA-M after implementing district mathematics curriculum, it also
implies a need for more research.
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