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Research
Seventy-two studies reviewed by the WWC investigated the effects of Everyday Mathematics® on elementary students. One study (Waite, 2000) is a quasi-experimental design that meets WWC evidence standards with reservations. The remaining 71 studies do not meet either WWC evidence standards or eligibility screens.
Waite (2000) included 732 third-, fourth-, and fifth-grade students in six schools using Everyday Mathematics® and a comparison group of 2,704 third-, fourth-, and fifth-grade students in 12 similar schools, matched on baseline math achievement scores, student demographics, and geographical location. The schools in the intervention group were in their first year of implementing the first version of Everyday Mathematics®. The comparison group used a more traditional mathematics curriculum approved by the school district.
Extent of evidence
The WWC categorizes the extent of evidence in each domain as small or medium to large (see the WWC Procedures and Standards Handbook, Appendix G). The extent of evidence takes into account the number of studies and the total sample size across the studies that meet WWC evidence standards with or without reservations.9
The WWC considers the extent of evidence for Everyday Mathematics® for elementary students to be small for math achievement.