We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-?specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-?level hierarchical linear models of scores on 3 end-?of-?year outcome measures: a test of common objec-? tives, an assessment of problem solving and reasoning, and a standardized achieve-? ment test. Students in the integrated curriculum scored significantly higher than those in the subject-?specific curriculum on the standardized achievement test. Significant student-?level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.
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