The purpose of this literature review was to investigate the effectiveness of common curriculum initiatives in mathematics in the United States. First, the study examined the effects of these initiatives on the rates of students’ math anxiety. Second, the study evaluated policies related to curriculum requirements for their effectiveness in improving test scores, closing racial and socioeconomic gaps, and course failure rates. Specific policies were the effectiveness of mandating Algebra 2 and the implementation of Algebra 1 for all eighth-grade students. Third, the study analyzed unique initiatives, such as “Double-Dose Algebra” and math-enhanced elective courses for effectiveness. Findings of current policies were largely either negative or inconclusive, and the results of unique initiatives were mixed.
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Cook, K. W. (2021). The Impact of Mathematics Curriculum Policy in the United States [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/704