This study analyses student advancement through us mathematics curricula as an outcome of departmental organization and patterns of collective teacher beliefs and practices. Evidence from a study of eight high school mathematics departments supports the argument that four key components facilitate students taking additional mathematics courses -especially those at advanced levels -and scoring higher on mathematics achievement tests. These components are: (1) a rigorous and common curriculum, (2) active commitment to students, (3) commitment to a collective enterprise, and (4) innovative instructional practices. The interaction between these components is discussed.
ASJC Scopus subject areas