Math—CurriculumBased Interventions for Increasing Elementary School Math Achievement
Topic Area Focus
The What Works Clearinghouse (WWC) review on elementary school math interventions focuses on curriculumbased math interventions that specify clear learning goals for students and assess student outcomes related to mathematics achievement.
A systematic review of evidence in this topic area addresses the following questions:
 Which curriculumbased math interventions are effective for improving mathematics achievement outcomes for elementary school students?
 Are some math interventions more effective for improving mathematics achievement for some subgroups of students, particularly students who are at risk for failure in mathematics?
Key Definitions
Curriculumbased interventions. A curriculumbased math intervention is defined in this review as a replicable, materialsbased instructional program which
 covers one or more of the following content areas: number, arithmetic, geometry, prealgebra, measurement, graphing, and logical reasoning;
 specifies the population of learners as elementary school students;
 delineates the learning goals for students; and
 directly assesses student outcomes related to mathematics achievement.
Two types of curriculumbased math interventions are considered in this review: (1) core, comprehensive math curricula, and (2) supplemental math programs.

Core math curricula are defined as instructional programs that
 extend over the course of one semester or more;
 are central to students' regular school instruction; and
 are based on text materials, manipulatives, computer software, videotapes, other materials, or any combination thereof.

Supplemental math programs are defined as curriculumbased interventions that
 are provided to students in addition to their core math curriculum;
 are provided to students outside of their regular school instruction, either before or after school, as a pullout program during the school day, or in the classroom in addition to the core curriculum; and
 may target students from lowincome families who are in Title I schools, according to the provisions of the No Child Left Behind Act.