Some studies have found that schools can get substantial gains in achievement by changing textbooks. But a new analysis by the Center for Education Policy Research at Harvard finds little evidence of differences in achievement gains for schools using different math textbooks.
Paul E. Peterson talks with Thomas Kane, of the Harvard Graduate School of Education, about the new study, “Learning by the Book: Comparing math achievement growth by textbook in six common core states.”
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— Education Next
Last updated April 8, 2019