ABSTRACT
The current context of high-stakes accountability mandated by the No Child Left Behind Act of 2001 (NCLB, 2002) offers strong incentives for teachers and school administrators to seek strategies for the rapid improvement of student learning in mathematics, and schools are choosing the adoption of new curriculum materials as a primary strategy (Remillard, 2005). NCLB requires that schools receiving Title I funds “use effective methods and instructional strategies that are based on scientifically based research.” The resulting expectation is that schools use mathematics curriculum materials that are proven to be effective as measured by achievement tests. The resulting political context has elevated the importance of finding constructs to measure if and under what conditions mathematics curriculum materials are effective in improving student learning.
