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The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic RegionThe Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region

Regional need and study purpose. With the advent of the No Child Left Behind Act of 2001—and the associated focus on early reading and middle school math—core academic programs have been under review in most schools and districts in the Mid-Atlantic Region. Connected Mathematics is designed to combine curricula aligned with the National Council of Teachers of Mathematics standards with authentic, relevant problem-solving practices to help students build math skills in a useful multidisciplinary context. This study examines the effects of Connected Mathematics 2, an updated version of the curriculum, on student math achievement and math engagement.

Intervention description. Distributed by Pearson Publishing, the Connected Mathematics curriculum was developed for grades 6–8 by math educators at Michigan State University to help students and teachers understand important and grade-level appropriate math concepts, skills, procedures, and ways of thinking and reasoning. The curriculum develops four mathematical strands: number and operation, geometry and measurement, data analysis and probability, and algebra. Implementation consists of three phases: launch, explore, and summarize.

Study design and period. This study uses a cluster-randomized trial design, with random assignment at the school level. The final study sample consists of 69 schools, 300 classrooms, and 7,000 students. Connected Mathematics 2 is used in intervention schools as the primary curriculum for grade 6 math during the 2008/09 (year 1) and 2009/10 (year 2) school years. Data on students, however, are collected only in year 2, after the teachers have become comfortable with the curriculum. Control schools use their normally scheduled curricula for both study years.

Key outcomes and measures. The primary outcome, student math achievement, is measured with pre- and posttests using a standardized math test, the CTBS TerraNova, 2nd Edition, for grade 6. The intermediate outcome, student math engagement, is assessed using a scale developed by Eccles and Wigfield (1995).

Data collection approach. Implementation of Connected Mathematics 2 extends through two school years and is monitored through at least two site visits to each intervention school for each study year. At least two site visits are conducted at each control school during the second year only. The Connected Mathematics 2 observation protocols have been adapted for the study with one protocol for intervention schools and one for control schools.

Analysis plan. To address the confirmatory question on the impact of Connected Mathematics 2 on student math achievement, a two-level hierarchical linear model is applied with students at level 1 and schools at level 2. The impact of Connected Mathematics 2 on student achievement is estimated while controlling for school-level TerraNova pretest scores and any school-level baseline characteristics for which there are statistically significant imbalances. To address the exploratory question, the analysis is replicated for the student engagement outcome.

Principal investigators. Taylor Martin, PhD, The University of Texas at Austin, and Richard S. Brown, PhD, University of Southern California, Ed Coughlin, Metiri Group.

Additional Information. Region, contact information, and references.

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