Instructional Validity, Opportunity to Learn and Equity: New Standards Examinations for the California Mathematics Renaissance

In this report, CRESST researchers examined the relationship between professional development opportunities for teachers, the kinds of instruction offered to students, and student performance on the New Standards Mathematics Reference Examination. By comparing teachers (and their students) who had participated in the California Mathematics Renaissance professional development program with teachers and students elsewhere the researchers were able to evaluate both the effectiveness of the Renaissance program and the instructional validity of the Reference Examination.