Implementation of Cscope: Effect on the Academic Performance of Mathematics Students in High School and Higher Education

Document Type


Degree Name

Doctor of Education (Ed.D)


Curriculum and Instruction

Date of Award

Spring 2015


College completion rates nationally vary from 27%-66% depending on the study and the type of higher education institution that is being considered. Student success in high school is a strong indicator of a student's future success in college, making it important to analyze the factors impacting high school achievement. During the 2013-14 school year, 835 or about 68% of the school districts in Texas actively used CSCOPE curriculum management system (Labay, 2013a). The purpose of this study was to determine how the implementation of the CSCOPE curriculum affected success rates in high school mathematics, college readiness, and student performance in the first year of higher education. High school math students in the 112 CSCOPE districts in Regions 6 and 16 were selected as a convenience sample of participants. A survey instrument was created to gather data from school district administrators to establish each school district's level of implementation of CSCOPE high school mathematics prior to the 2012-2013 school year. Then the school districts were divided into implementation groups based on longevity with the CSCOPE curriculum and level of implementation in high school mathematics classrooms. Additional data were collected to evaluate differences between implementation groups in student passing rates on the exit-level TAKS mathematics assessment, the College-Ready Graduates indicator, and student GPAs for high school graduates during their first year in public higher education. The Kruskal-Wallis nonparametric analysis of variance was used.This researcher did not find statistical significance between groups, however it was revealed that when districts implemented the CSCOPE curriculum for at least 3-5 years the greatest amount of student growth was realized. The researcher also found student success at the high school level is increased with the inclusion of curriculum components that outline instructional sequence, clarify instructional standards, and monitor student learning. The critical CSCOPE components needed for student success in higher education were those providing guidance for teachers in best-practice instructional methodology.


Joyce A. Scott

Subject Categories

Curriculum and Instruction | Education | Higher Education