At the 12 th grade level, higher achievement appears to be consistently related to standards-based instruction. The purpose of this analysis was to examine the relationships between teaching techniques and student achievement in mathematics and science. As a group the Minnesota 12 th grade teachers are diverse in their use of instructional techniques. More standards-based approaches appear to be associated with achievement in mathematics and science. These results are slightly different than the elementary and middle schools results where it was found that traditional and standards-based techniques were both related to achievement.
Students write equations to represent equations .