Appendix A1 Extent of evidence
| Intervention name | Number of studies | Sample size (schools/students) | Extent of evidence1 |
|---|---|---|---|
| Everyday Mathematics® | 4 | 171/12,306 | Medium to large |
| Houghton Mifflin Math | 2 | Over 800/nr | Medium to large |
| Progress in Mathematics © 2006 | 1 | 4/186 | Small |
| Saxon Elementary School Math | 1 | 299/nr | Small |
| Scott Foresman-Addison Wesley Mathematics | 1 | 6/645 | Small |
|
nr = not reported 1 A rating of "medium to large" requires at least two studies and two schools across studies in one domain and a total sample size across studies of at least 350 students or 14 classrooms. Otherwise, the rating is "small." |
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Appendix A2 Targeted population
| Program name | Targeted students (grades) | Students in studies reviewed (grades)1 |
|---|---|---|
| Everyday Mathematics® | K–6 | 3–5 |
| Houghton Mifflin Math | K–6 | 2–5 |
| Progress in Mathematics © 2006 | K–6 | 1 |
| Saxon Elementary School Math | K–5 | 1–5 |
| Scott Foresman-Addison Wesley Mathematics | K–6 | 2, 4 |
|
Note: This table compares targeted grade levels and the grade levels in the studies reviewed by the WWC. Grade levels are related to student age and may affect outcomes due to differences in the students' developmental stages as well as differences in school size and organization. 1 This table shows only the grade levels of students included in the WWC review. Some of the studies reviewed included students in grades 6 or above; however, findings for those students were not reviewed because those higher grade levels were considered to be outside the scope of this review. |
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Appendix A3 Summary of statistically significant1 or substantively important2 positive outcomes
| Math achievement3 | ||
|---|---|---|
| Statistically significant positive findings | Math achievement across outcomes | |
| Everyday Mathematics® | ||
| Carroll, 1998 (quasi-experimental design) | ns | ns, Substantively important |
| Riordan & Noyce, 2001—early implementers (quasi-experimental design) | Massachusetts Comprehensive Assessment System Mathematics Test | Statistically significant, na4 |
| Riordan & Noyce, 2001—late implementers (quasi-experimental design) | ns | ns, na4 |
| Waite, 2001 (quasi-experimental design) | ns | Substantively important |
| Woodward & Baxter, 1997 (quasi-experimental design) | ns | ns, nsi |
| Houghton Mifflin Math | ||
| EDSTAR, Inc., 2004 (quasi-experimental design) | ns | ns, na4 |
| Johnson & Hall, 2003 (quasi-experimental design) | ns | ns, na4 |
| Progress in Mathematics © 2006 | ||
| Beck Evaluation & Testing Associates, Inc., 2005 (randomized controlled trial) | ns | ns, nsi |
| Saxon Elementary School Math | ||
| Resendez & Manley, 2005 (quasi-experimental design) | ns | ns, na4 |
| Scott Foresman-Addison Wesley Mathematics | ||
| Resendez & Manley, 2005 (randomized controlled trial) | ns | ns, nsi |
|
na = not studied 2 For rating purposes, the WWC considers the statistical significance of the findings and the magnitude of the effect, also called the effect size. An average effect size is the sum of all the effect sizes of the student outcomes in a study in a single domain divided by the number of those outcomes. The WWC considers an average effect size across all student outcomes in one study in a given domain to be substantively important if it is equal to or greater than 0.25. 3 No studies showed statistically significant or substantively important negative findings. For a detailed description of the outcome measures, see Appendix A2 in the WWC intervention reports at www.whatworks.ed.gov. 4 Student-level effect size could not be computed for this study; whether or not the magnitude of the effect is substantively important is unknown. However, the statistical significance for this study is comparable to other studies and is included in the intervention rating. For further details, please see Technical Details of WWC-Conducted Computations. |
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