References

Met WWC evidence standards with reservations

Carroll, W. M. (1998). Geometric knowledge of middle school students in a reform-based mathematics curriculum. School Science and Mathematics, 98(4), 188–197.

Additional source:

Carroll, W. M., & Isaacs, A. (2003). Achievement of students using the University of Chicago School Mathematics Project's Everyday Mathematics. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curriculum: Where are they? What do students learn? (pp. 79–108). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. (Study: Geometric knowledge of fifth- and sixth-grade students.)

Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education, 32(4), 368–398.

Waite, R. D. (2000). A study of the effects of Everyday Mathematics on student achievement of third-, fourth-, and fifth-grade students in a large north Texas urban school district. Dissertation Abstracts International, 61(10), 3933A. (UMI No. 9992659).

Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low-achieving students in inclusive settings. Exceptional Children, 63(3), 373–388.