Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 759

The DOI matches its Crossref record; 25 of the 25 references it cites were found in a registry or an index.

Instructional Policy and Classroom Performance: The Mathematics Reform in California

Open access
Cohen, David K., Hill, Heather C.·2000·Teachers College Record: The Voice of Scholarship in Education
DOI 10.1111/0161-4681.00057
Open this paper in CoChat — free account

Abstract

Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. They assume that manipulating these elements of instructional policy will change teachers’ practice, which will then improve student performance. We formalize these ideas into a rudimentary model of the relations among instructional policy, teaching, and learning. We propose that successful instructional policies are themselves instructional in nature: because teachers figure as a key connection between policy and practice, their opportunities to learn about and from policy are a crucial influence both on their practice and, at least indirectly, on student achievement. Using data from a 1994 survey of California elementary school teachers and 1994 student California Learning Assessment System (CLAS) scores, we examine the influence of assessment, curriculum, and professional development on teacher practice and student achievement. Our results bear out the usefulness of the model: under circumstances that we identify, policy can affect practice, and both can affect student performance.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1111/0161-4681.00057

Cites

25 of 25 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 25 references

Cited by

See all 759

Metadata

Authors
Cohen, D. K., & Hill, H. C.
Venue
Teachers College Record: The Voice of Scholarship in Education
Publisher
SAGE Publications
Published
2000-02
Volume
102
Issue
2
Pages
294-343
ISSN
  • 0040-0475 (ISSN-L)
  • 0161-4681
  • 1467-9620
DOI
10.1111/0161-4681.00057
OpenAlex
W2166016744
Cited by
759
References
25
FWCI
144.57
Type
journal article
Language
en
Open access
green

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Instructional Policy and Classroom Performance: The Mathematics Reform in California. https://app.cochat.ai/papers/10.1111/0161-4681.00057
The paper
Cohen, D. K., & Hill, H. C. (2000). Instructional Policy and Classroom Performance: The Mathematics Reform in California. Teachers College Record: The Voice of Scholarship in Education. https://doi.org/10.1111/0161-4681.00057

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.