Putting a microscope to CSCOPE: The effects of a guaranteed viable curriculum on elementary standardized test scores

The purpose of this study was to determine whether significant differences existed between the State of Texas Assessment for Academic Readiness (STAAR) elementary reading, math, and science scores of districts that used CSCOPE and those that did not. Little information is known about the effects the use of a statewide guaranteed and viable curriculum has on standardized test scores. The questions that guided the research are (a) Is there a significant difference between the percentage of elementary students who passed the STAAR in the area of reading between school districts that had implemented CSCOPE and those that had not? (b) Is there a significant difference between the percentage of elementary students who passed the STAAR in the area of math between school districts that had implemented CSCOPE and those that had not? and (c) Is there a significant difference between the percentage of elementary students who passed the STAAR in the area of science between school districts that had implemented CSCOPE and those that had not? The study utilized STAAR data from schools districts in a northern region of Texas. CSCOPE districts had to have used the curriculum system for a minimum of three years. These districts were then matched to districts that had not used CSCOPE based on the size of the district as well as their percentages of economically disadvantaged students and English language learners. An analysis of covariance (ANCOVA) was utilized for the purpose of determining any significant differences between the scores while controlling for the property wealth of the school districts. The ANCOVA failed to reject the null hypothesis and determined that there were no statistically significant differences between students' scores in reading, math and science at any grade level.