Abstract
Methods to improve student achievement continue to be a focus of educators, administrators, policy makers, and researchers alike. Studies have shown a correlation between improved achievement and a myriad of interventions such as changes in class size and teacher race matching; but, many of these suggestions are not relatively cost effective. This study uses Oregon state mathematics assessment scores from 3rd to 8th grade to analyze how variation in curriculum implementation impacts student achievement. After conducting a survey of the district’s educators and regression analysis, this study presents statistically significant findings that the implementation of curriculum has an impact on student achievement holding other factors constant. By comparing the percent gain scores of students from two elementary schools which adopted a new curriculum in 2014 and merge to a single middle school in the 6th grade we find that, even while using a curriculum shown to depress student gains, teachers from one school were able to counteract this effect through their implementation of the curriculum.