Patterns in Curriculum Choices: Pre-Calculus Curricula in the Archdiocese of Washington

Abstract

This study aims to learn more about the choices made by mathematics teachers in the Archdiocese of Washington, given their unique independence from state or district curricular control. To study these choices, pre-calculus teachers completed a survey and submitted their course’s summative assessments. These responses were then compared to themselves, to each other, and to the Common Core to study the choices teachers made, both in the scope of their curricula and in the expectations they had for student performance. This study concludes that teachers choose pre-calculus curricula within two major archetypes, either advancing students’ algebraic skill or exploring new topics. Further, the study found that teachers’ assessments are well aligned to their stated curriculum, but that contrary to recent education trends, teachers have largely chosen to ignore statistics. Consequences of these choices are discussed, as well as implications for policy and future research.