Abstract
Indicators of instructional program effectiveness have been expanded to include both the range of instructional options and cognitive and affective performance measures. Within the context of a statewide evaluation of educational reform, this research studied the relationship of diverse instructional materials with student performance indicators. The study sampled 72 schools from a geographically, socioeconomically, and linguistically representative frame, and two classrooms each in second and third grades of each school provided data. Observation and teacher survey data were collected, and students were tested in reading, mathematics, and attitudinal areas. Our study reports significant performance decrements associated with the use of diverse instructional resources. Explanations are provided within a framework that includes time-on-task and motivational variables.
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