Research

The WWC reviewed five studies of the Scott Foresman–Addison Wesley Elementary Mathematics program. One study (Resendez & Manley, 2005) was a randomized controlled trial that met WWC evidence standards. Thirty-five teachers in the second and fourth grades in six schools were randomly assigned to either the intervention condition (18 teachers) using Scott Foresman–Addison Wesley Elementary Mathematics or the comparison condition (17 teachers) using five distinct elementary math programs. The teachers in the intervention condition were in their first year of implementing the Scott Foresman–Addison Wesley Elementary Mathematics program. The comparison programs included curricula that took either a chapter-based, comprehensive basal approach or a strand/module-based investigative approach. The study compared math achievement outcomes of 375 students (200 second graders and 175 fourth graders) in the intervention condition with those of 344 students (188 second graders and 156 fourth graders) in the comparison condition. The four other studies did not meet WWC evidence screens.