The effect degree of curriculum mapping implementation has on student performance levels on sixth and eighth grade benchmark examinatio

The purpose of this study was to evaluate the effect that the degree of implementation of curriculum mapping has had on the mathematics and literacy Arkansas Benchmark Examination performance levels of sixth and eighth grade students the second year that curriculum mapping was used. Four hypotheses were developed for this study. Two hypotheses applied to mathematics proficiency levels (Proficient/Advanced and Basic/Below Basic) for sixth and eighth grade students after implementation. Two hypotheses applied to literacy proficiency levels (Proficient/Advanced and Basic/Below Basic) for sixth and eighth grade students after implementation.;Forty Arkansas school districts, chosen by a stratified random sampling procedure, participated in the study. Using a Degree of Implementation survey, the districts were divided into two groups, High implementation and Low implementation. For each of the two groups during the 2001--2002 school year, the number of students, performing at the Proficient or Advanced level was identified for the fourth grade mathematics and literacy examinations, and the sixth grade mathematics and literacy examinations. The same was done for students scoring at Basic/Below Basic levels. The number of students, during the 2003--2004 school year, performing at the Proficient or Advanced level was identified for the sixth grade mathematics and literacy examinations, and the eighth grade mathematics and literacy examinations. The same was done for students scoring at Basic/Below Basic levels.;The statistical technique employed for data analysis in this design was a Chi-Square Test of Independence that sought to find any relationships that might exist between degree of implementation of curriculum mapping and performance level (Advanced/Proficient versus Basic/Below Basic) among the stated student sample. All Chi Square tests were significant and led to rejection of the null hypotheses. In all cases, Curriculum mapping compliance was significantly related to more students than expected in High compliance schools scoring at the Advanced/Proficient level. There was a significant difference in High compliance schools performance levels and Low compliance schools performance levels on the Arkansas Benchmark Examinations mathematics and literacy performance levels where curriculum mapping was state mandated.