Instructional Policy and Classroom Performance: The Mathematics Reform in California

Authors
David K. Cohen,
Heather C. Hill
Year of publication
2000
Publication
Teachers College Record
Volume/Issue
102
Pages
296-345
Uses data from a survey of California elementary teachers and from student California Learning Assessment System scores to examine the influence of assessment, curriculum, and professional development on teacher practice and student achievement, proposing that successful instructional policies are themselves instructional: teachers' opportunities to learn about and from policy influence both their practice and, at least indirectly, student achievement. (SM)

Suggested Citation:

Cohen D. K. & Hill, H.C. (2000). Instructional Policy and Classroom Performance: The Mathematics Reform in California. Teachers College Record, 102, 296-345