TABLE 2-4 Common Core Mathematics Standards
SOURCE: Schmidt (2011). Reprinted with permission.
ships between schools’ practices and policies and STEM outcomes for students. Michael Hansen described preliminary research he is conducting at the Urban Institute’s Center for the Analysis of Longitudinal Data in Education Research with data from Florida and North Carolina. He emphasized that this research is still in progress and that the preliminary exploratory analysis does not support causal inferences.
For Florida, the data available to Hansen included end-of-grade reading and mathematics scores for public school students in grades 3-10 and counts of courses taken in core STEM subjects, advanced STEM, and vocational and technical education, for the school years 2004-2005 through 2008-2009; for North Carolina the same data were available for 2005-2006 through 2008-2009, as well as end-of-course scores.
Looking first at Florida, he noted a few apparent baseline differences