Porter, Andrew CKirst, Michael WOsthoff, EricSmithson, John LSchneider, Steven A2023-05-222023-05-221994-09-012015-09-02https://repository.upenn.edu/handle/20.500.14332/8320This brief concerns the nature of the high school mathematics and science curriculum in the United States. It draws from a large study which documented instructional practices and content using novel methodologies. This research approach is a promising step toward the development of indicators of opportunity to learn. The study also provides encouraging news about the effects of increased standards in math and science - they did not result in a watering down of the curriculum. However, practice in the schools studied is a far cry from the ambitious goals for math and science instruction now being developed by the profession.Curriculum and InstructionEducational MethodsScience and Mathematics EducationBrief