Mathematics Teachers' Familiarity with Standards and Their Instructional Practices: 1995 and 1999.

Abstract

In 1995, half of the states (25) had content standards in mathematics; by 1998, this number had increased to 42 (Council of Chief State School Officers 2000). Forty-five states had student assessments in mathematics in 1994; by 1999, 47 states had such assessments. The existence of standards and assessments at the state level does not guarantee that classroom teachers are familiar with the standards or with the specifications of assessments (Cohen and Hill 2000). Neither does it guarantee that classroom instruction reflects the standards and assessments. In fact, mathematics standards have created significant controversy over the efficacy of different types of instruction for improving student performance (Loveless 2001, see, especially, Loveless chapter).