References

Studies that met WWC standards

Progress in Mathematics
Beck Evaluation & Testing Associates, Inc. (2005). Progress in Mathematics ©2006: Grade 1 pre-post field test evaluation study. New York: Sadlier-Oxford Division, William H. Sadlier, Inc.

Scott Foresman-Addison Wesley Elementary Mathematics
Resendez, M., & Manley, M. A. (2005). Final report: A study on the effectiveness of the 2004 Scott Foresman-Addison Wesley Elementary Math program. Jackson, WY: PRES Associates, Inc.

Additional citation for this study:
Resendez, M., & Sridharan, S. (2005). Technical report: A study on the effectiveness of the 2004 Scott Foresman-Addison Wesley Elementary Math program. Jackson, WY: PRES Associates, Inc.

Studies that met WWC standards with reservations

Everyday Mathematics
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 citation for this study:
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), 373–388.¹

Houghton Mifflin Mathematics
EDSTAR, Inc. (2004). Large-scale evaluation of student achievement in districts using Houghton Mifflin. Raleigh-Durham, NC: Author.

Additional citation for this study:
EDSTAR, Inc. (2004). Large-scale evaluation of student achievement in districts using Houghton Mifflin Mathematics: Phase two. Raleigh-Durham, NC: Author.

Johnson, J., & Hall, M. (2003). Technical report: Houghton Mifflin California math performance evaluation. Raleigh, NC: EDSTAR, Inc.

Additional citation for this study:
Johnson, J., Yanyo, L., & Hall, M. (2002). Evaluation of student math performance in California school districts using Houghton Mifflin Mathematics. Raleigh, NC: EDSTAR, Inc.

Saxon Elementary School Math
Resendez, M., & Manley, M. A. (2005). The relationship between using Saxon Elementary and Middle School Math and student performance on Georgia statewide assessments. Orlando, FL: Harcourt Achieve.

Studies that did not meet evidence screens

Accelerated Math
Forbush, D. (2001). Math Renaissance improves student achievement and attitudes in Idaho school (Renaissance Independent Research Report No. 35). Retrieved January 5, 2006, from
http://research.renlearn.com/research/pdfs/78.pdf²

Kosciolek, S. A. (2003). Instructional factors related to mathematics achievement: Evaluation of a mathematics intervention. Dissertation Abstracts International, 63 (10), 3583A. (UMI No. 3107933)³

Renaissance Learning, Inc. (1999). Accelerated Math and Math Renaissance improve math performance (Scientific Research: Quasi-Experimental series). Retrieved January 5, 2006, from
http://research.renlearn.com/research/pdfs/10.pdf⁴

Sadusky, L. A., & Brem, S. K. (2002). The use of Accelerated Math in an urban Title I elementary school. Tempe: Arizona State University.²

Ysseldyke, J., Spicuzza, R., Kosciolek, S., & Boys, C. (2003). Effects of a learning information system on mathematics achievement and classroom structure. Journal of Educational Research, 96 (3), 163–173.⁵

Ysseldyke, J., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A. (2003). Using a curriculum-based instructional management system to enhance math achievement in urban schools. Journal of Education for Students Placed at Risk, 8 (2), 247–265.⁵

Ysseldyke, J. E., Spicuzza, R., & McGill, S. (2000). Changes in mathematics achievement and instructional ecology resulting from implementation of a learning information system. Retrieved January 5, 2006, from University of Minnesota, National Center on Educational Outcomes Web site:
http://www.education.umn.edu/NCEO/OnlinePubs/EBASSreport.pdf⁴

Ysseldyke, J. E., & Tardrew, S. P. (2002). Differentiating math instruction: A large scale study of Accelerated Math (Final report). Madison, WI: Renaissance Learning, Inc.⁵

Ysseldyke, J. E., Tardrew, S. P., Betts, J., Thill, T., & Hannigan, E. (2003). Use of an instructional management system to enhance math instruction of gifted and talented students. Madison, WI: Renaissance Learning, Inc.⁵

Adventures of Jasper Woodbury Series
Hickey, D., Moore, A., & Pellegrino, J. (2001). The motivational and academic consequences of elementary mathematics environments: Do constructivist innovations and reforms make a difference? American Educational Research Journal, 38 (3), 611–652.²

Sherwood, R. D. (1991). The development and preliminary evaluation of anchored instruction environments for developing mathematical and scientific thinking. Paper presented at the meeting of the National Association for Research in Science Teaching, Lake Geneva, WI. (ERIC Document Reproduction Service No. ED335221)⁴

Als speciale kleuter tel je ook me! (Young Children with Special Needs Count, Too!)
Van Luit, J. E. H., & Schopman, E. A. M. (2000). Improving early numeracy of young children with special educational needs. Remedial & Special Education, 21 (1), 27–40.⁶

Appalachia Model Mathematics Program
Miller, R., Mills, C., & Tangherlini, A. (1995). The Appalachia Model Mathematics Program for gifted students. Roeper Review, 18 (2), 138–142.³

Barrett Math Program
Ruffin, M. R., Taylor, M., & Butts, L. W. (1991). Report of the 1989–1990 Barrett Math Program (Report No. 12, Vol. 25). Atlanta, GA: Atlanta Public Schools, Department of Research and Evaluation. (ERIC Document Reproduction Service No. 365508)⁴

Bridges in Mathematics
The Math Learning Center. (2003). Bridges in the classroom: Teacher feedback, student data, & current research. Salem, OR: Author.³

CAI
Battista, M., & Clements, D. H. (1986). The effects of LOGO and CAI problem-solving environments on problem-solving abilities and mathematics achievement. Computers and Human Behavior, 2 (3), 183–193.⁵

Dobbins, E. R. (1993). Math computer assisted instruction with remedial students and students with mild learning/behavior disabilities. Dissertation Abstracts International, 54 (08), 2980A. (UMI No. 9403308)³

CompassLearning
CompassLearning, Inc. (2002). School effectiveness report: Gabe P. Allen Charter School, Dallas, Texas. Retrieved August 12, 2003, from http://www.compasslearning.com/SERs/Dallas_TX.html³

CompassLearning, Inc. (2002). School effectiveness report: Letcher County Public Schools, Letcher County, Kentucky. Retrieved August 12, 2003, from http://www.compasslearning.com/SERs/Letcher_KY.html³

CompassLearning, Inc. (2002). School effectiveness report: Wilson Elementary School District, Phoenix, Arizona. Retrieved August 12, 2003, from http://www.compasslearning.com/SERs/Wilson_AZ.html³

CompassLearning Research. (2003). Osceola County School District final report: 2001–2002 and 2002–2003. San Diego, CA: Author.³

Interactive, Inc. (2003, August). An analysis of CompassLearning student achievement outcomes in Pocatello, Idaho, 2002–03. (Available from CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121)³

Computer Curriculum Corporation (CCC)
Genett, S. J. (1997). The relationship between third-grade students' math achievement in a traditional setting and a computer-assisted instructional setting. Dissertation Abstracts International, 59 (08), 2860A. (UMI No. 9903611)⁵

Laub, C. M. (1995). Computer integrated learning system and elementary student achievement in mathematics: An evaluation study. Unpublished doctoral dissertation, Temple University, Philadelphia.³

Wildasin, R. L. (1994). A report on ILS implementation and student achievement in mathematics during the 1993–94 school year. Landisville, PA: Hempfield School District.³

Computer Managed Mastery Learning
Borton, W. M. (1988). The effects of Computer Managed Mastery Learning on mathematics test scores in the elementary school. Journal of Computer-Based Instruction, 15 (3), 95–98.⁵

Connecting Math Concepts (CMC) mathematics program
Brent, G., & Diobilda, N. (1993). Effects of curriculum alignment versus direct instruction on urban children. Journal of Educational Research, 86 (6), 333–338.²

Jitendra, A. K., & Kameenui, E. J. (1994). An exploratory evaluation of dynamic assessment and the role of basals on comprehension of mathematical operations. Education & Treatment of Children, 17 (2), 139–152.⁷

Jung, J. S. (1997). The differential effects of mathematics instruction on the achievement of students of varying performance levels. Dissertation Abstracts International, 58 (06), 2160A. (UMI No. 9726165)⁸

Vreeland, M., Vail, J., Bradley, L., Beutow, C., & Cipriano, K. (1994). Accelerating cognitive growth: The Edison School Math project. Effective School Practices, 13 (2), 64–70.²

Consistency Management ®
Freiberg, H. J., Connell, M. L., & Lorentz, J. (2001). Effects of consistency management on student mathematics achievement in seven Chapter I elementary schools. Journal of Education for Students Placed at Risk, 6 (3), 249–270.⁵

Core Knowledge Curriculum
McHugh, B., & Stringfield, S. (1999). Core Knowledge Curriculum: Three-year analysis of implementation and effects in five schools (Report No. 40). Washington, DC: Center for Research on the Education of Students Placed At Risk. (ERIC Document Reproduction Service No. 435766)²

Countdown Video IGAP Intervention Tape
Petropoulos, W. Z. (1999). Improving math achievement scores on the Illinois goals assessment program using the Countdown video tape series. Dissertation Abstracts International, 60 (05), 1491A. (UMI No. 9930583)²

Des Moines Plan
Castelda, S., & Wagner, M. (1990). The Des Moines plan: A plan for student success. Des Moines, IA: Des Moines Public Schools. (ERIC Document Reproduction Service No. ED322183)³

Digi-Block ® Learning System
Thomas, D. A., Thomas, C. S., Hall, W. D., & Strohmeyer, E. (2000). The effect of Digi-Block based instruction in base ten numeration and arithmetic on the conceptual and procedural knowledge of second and fifth grade summer school students in the Boston Public Schools. (Available from Digi-Block, 125 Walnut Street, Watertown, MA 02472)³

Everyday Mathematics
ARC Center. (2000a). Everyday Mathematics: Glendale, CA. In The ARC Center's implementation stories from the field. Retrieved November 2, 2005, from
http://www.comap.com/elementary/projects/arc/⁹

ARC Center. (2000b). Everyday Mathematics: Kent, WA. In The ARC Center's implementation stories from the field. Retrieved November 2, 2005, from
http://www.comap.com/elementary/projects/arc/⁹

ARC Center. (2000c). Everyday Mathematics: Portage, WI. In The ARC Center's implementation stories from the field. Retrieved November 2, 2005, from
http://www.comap.com/elementary/projects/arc/⁹

ARC Center. (2003). The ARC Center tri-state student achievement study: Executive summary. Retrieved November 2, 2005, from
http://www.comap.com/product/?idx=965⁴

Baxter, J., Woodward, J., & Olson, D. (2001). Effects of reform-based mathematics instruction on low achievers in five third-grade classrooms. The Elementary School Journal, 101 (5), 529–547.⁹

Briars, D. J. (2004, July). The Pittsburgh story: Successes and challenges in implementing standards-based mathematics programs. Paper presented at the meeting of the UCSMP Everyday Mathematics Leadership Institute, Lisle, IL.⁴

Briars, D. J., & Resnick, L. B. (2000). Standards, assessments—and what else? The essential elements of standards-based school improvement (CSE Technical Report 528). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.³

Carroll, W. M. (1993). Mathematical knowledge of kindergarten and first-grade students in Everyday Mathematics. Chicago: University of Chicago School Mathematics Project.⁴

Carroll, W. M. (1995a). Report on the field test of Fifth Grade Everyday Mathematics. Chicago: University of Chicago School Mathematics Project, Elementary Component.¹⁰

Carroll, W. M. (1995b). Third grade Everyday Mathematics students' performance on the 1993 and 1994 Illinois state mathematics test. Chicago: University of Chicago School Mathematics Project.⁴

Additional citation for this study:
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: Third-grade Illinois state test.)

Carroll, W. M. (1996a). A follow-up to the fifth-grade field test of Everyday Mathematics: Geometry, and mental and written computation. Chicago: University of Chicago School Mathematics Project.⁴

Carroll, W. M. (1996b). Mental computation of students in a reform-based mathematics curriculum. School Science and Mathematics, 96 (6), 305–311.⁴

Carroll, W. M. (1996c). Use of invented algorithms by second graders in a reform mathematics curriculum. Journal of Mathematical Behavior, 15 (2), 137–150.⁹

Carroll, W. M. (1997). Results of third-grade students in a reform curriculum on the Illinois state mathematics test. Journal for Research in Mathematics Education, 28 (2), 237–242.⁴

Carroll, W. M. (2000). Invented computational procedures of students in a standards-based curriculum. Journal of Mathematical Behavior, 18 (2), 111–121.⁴

Carroll, W. M. (2001a). A longitudinal study of children in the Everyday Mathematics curriculum. Retrieved November 2, 2005, from University of Chicago School Mathematics Project Web site:
http://social-sciences.uchicago.edu/ucsmp/EvalRep.pdf³

Additional citations for this study:
Carroll, W. M., & Fuson, K. C. (1999). Achievement results for fourth graders using the standards-based curriculum Everyday Mathematics. Unpublished manuscript.

Carroll, W. M., & Fuson, K. C. (n. d.). Performance of U. S. fifth graders in a reform-math curriculum compared to Japanese, Chinese, and traditionally-taught U. S. students. Unpublished manuscript.

Carroll, W. M., Fuson, K. C., & Drueck, J. D. (n. d.). A longitudinal study of second and third graders using the reform curriculum Everyday Mathematics by the University of Chicago School Mathematics Project. Unpublished manuscript.

Carroll, W. M. (2001b). Students in a standards-based mathematics curriculum: Performance on the 1999 Illinois State Achievement Test. Illinois Mathematics Teacher, 52 (1), 3–7.⁴

Carroll, W. M., Fuson, K. C., & Diamond, A. (2000). Use of student-constructed number stories in a reform-based curriculum. Journal of Mathematical Behavior, 19 (1), 49–62.⁹

Carroll, W. M., & Isaacs, A. (2003a). 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: Mental computation and number sense of fifth graders.)⁴

Carroll, W. M., & Isaacs, A. (2003b). 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: Multidigit computation in third grade.)⁴

Carroll, W. M., & Isaacs, A. (2003c). 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: School district studies: HVRSD.)⁴

Carroll, W. M., & Porter, D. (1994). A field test of Fourth Grade Everyday Mathematics: Summary report. Chicago: University of Chicago School Mathematics Project, Elementary Component.⁴

Drueck, J. V. (1996, April). Progression of multidigit addition and subtraction solution methods in high-, average-, and low-math-achieving second graders experiencing a reform curriculum. Paper presented at the meeting of the American Educational Research Association, New York.³

Drueck, J. V., Fuson, K. C., Carroll, W. M., & Bell, M. S. (1995, April). Performance of U. S. first graders in a reform math curriculum compared to Japanese, Chinese and traditionally taught U. S. students. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.⁴

Everyday Learning Corporation. (1996a). Everyday Mathematics student achievement studies. Chicago: Author. (Study: Greensburg Salem and Everyday Mathematics.)⁴

Everyday Learning Corporation. (1996b). Everyday Mathematics student achievement studies. Chicago: Author. (Study: Illinois Goals Assessment Program performance.)⁴

Everyday Learning Corporation. (1996c). Everyday Mathematics student achievement studies. Chicago: Author. (Study: Kalamazoo success story.)³

Everyday Learning Corporation. (1996d). Everyday Mathematics student achievement studies. Chicago: Author. (Study: Northwestern University analysis of students.)⁴

Everyday Learning Corporation. (1996e). Everyday Mathematics student achievement studies. Chicago: Author. (Study: UCSMP fourth grade field test.)⁴

Everyday Learning Corporation. (1996f). Everyday Mathematics student achievement studies. Chicago: Author. (Study: UCSMP in Wheeling, Illinois.)⁹

Fuson, K. C., & Carroll, W. M. (n. d.). Summary of comparison of Everyday Math (EM) and McMillan (MC): Evanston student performance on whole-class tests in grades 1, 2, 3, and 4. Unpublished manuscript.⁴

Additional citation for this study:
Carroll, W. M., & Fuson, K. C. (1998). A comparison of Everyday Math (EM) and McMillan (MC) on Evanston student performance on whole-class tests: Recommendations for revision of Everyday Mathematics Grades 1, 2, 3, and 4. (Available from Karen C. Fuson, School of Education and Social Policy, Northwestern University, 2115 N. Campus Drive, Evanston, IL 60208-2610)

Fuson, K. C., Carroll, W. M., & Drueck, J. V. (2000). Achievement results for second and third graders using the standards-based curriculum Everyday Mathematics. Journal for Research in Mathematics Education, 31 (3), 277–295.⁴

Hedges, L. V., Stodolsky, S. S., & Mathison, S. (1987). A formative evaluation of Kindergarten Everyday Mathematics (Evaluation Rep. No. 86/87–KEM-1). Chicago: University of Chicago School Mathematics Project.⁹

Mathematics Evaluation Committee of the Hopewell Valley Regional School District. (1997). Mathematics evaluation report: Year two. Pennington, NJ: Hopewell Valley Regional School District.⁴

McCabe, K. J. (2001). Mathematics in our schools: An effort to improve mathematics literacy. Masters Abstracts International, 40 (04), 835. (UMI No. 1407560)⁴

Murphy, L. A. (1998). Learning and affective issues among higher- and lower-achieving third-graders in math reform classrooms: Perspectives of children, parents, and teachers. Dissertation Abstracts International, 59 (12), 4358A. (UMI No. 9913852)³

Northwestern Longitudinal Study of Everyday Mathematics. (1998). Fourth-grade feedback on specific lessons. Unpublished report.⁹

Sconiers, S., Isaacs, A., Higgins, T., McBride, J., & Kelso, C. R. (2003). The ARC Center tri-state student achievement study. Lexington, MA: The Consortium for Mathematics and Its Applications.²

Additional citation for this study:
SRA/McGraw-Hill. (2001). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Illinois, Massachusetts, and Washington achievement study.)

SRA/McGraw-Hill. (2001a). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: California SAT-9.)⁴

SRA/McGraw-Hill. (2001b). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: Florida Comprehensive Assessment Test.)⁴

SRA/McGraw-Hill. (2001c). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: Illinois Standards Achievement Test.)²

SRA/McGraw-Hill. (2001d). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: Kentucky Commonwealth Accountability Testing System.)⁴

SRA/McGraw-Hill. (2001e). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: Massachusetts Comprehensive Assessment System.)⁴

SRA/McGraw-Hill. (2001f). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: MAT-7 in Wichita, Kansas.)⁴

SRA/McGraw-Hill. (2001g). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: Michigan Educational Assessment Program.)³

SRA/McGraw-Hill. (2001h). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: Pennsylvania State Assessment System.)²

SRA/McGraw-Hill. (2001i). Everyday Mathematics student achievement studies: Volume 3. Chicago: Author. (Study: SAT-9 in Santa Ana, California.)⁴

SRA/McGraw-Hill. (2001j). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Florida Comprehensive Assessment Test.)⁴

SRA/McGraw-Hill. (2001k). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Illinois Standards Achievement Test.)⁴

SRA/McGraw-Hill. (2001l). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Kentucky Core Content Test.)⁴

SRA/McGraw-Hill. (2001m). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Michigan Educational Assessment Program.)⁴

SRA/McGraw-Hill. (2001n). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: North Carolina ABCs Accountability Model.)³

SRA/McGraw-Hill. (2001o). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: South Carolina Palmetto Achievement Challenge Test.)³

SRA/McGraw-Hill. (2001p). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Stanford-9 in Tucson, Arizona.)⁹

SRA/McGraw-Hill. (2001q). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Tennessee Comprehensive Assessment Program.)³

SRA/McGraw-Hill. (2001r). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Texas Assessment of Academic Skills.)³

SRA/McGraw-Hill. (2001s). Everyday Mathematics student achievement studies: Volume 4. Chicago: Author. (Study: Washington Assessment of Student Learning.)⁴

Florida Primary Education Program
Dziuban, C. D., Miller, A. J., & Eyster, P. H. (1985). Assessment of a primary school educational program. Perceptual & Motor Skills, 60 (1), 134.⁵

FUNdamentallyMATH ®
Brown, F., & Boshamer, C. C. (2000). Using computer assisted instruction to teach mathematics: A study. The NABSE Journal, 4 (1), 62–72.⁵

Geo-Logo, by Investigations in Number, Data, and Space ®
Clements, D. H., Battista, M. T., Sarama, J., Swaminathan, S., & McMillen, S. (1997). Students' development of length concepts in a Logo-based unit on geometric paths. Journal for Research in Mathematics Education, 28 (1), 70–95.⁹

Clements, D. H., & Sarama, J. (1995). Design of a Logo environment for elementary geometry. Journal of Mathematical Behavior, 14 (4), 381–398.⁹

Kieran, C., & Hillel, J. (1990). It's tough when you have to make the triangles angle: Insights from a computer-based geometry environment. Journal of Mathematical Behavior, 9 (2), 99–127.⁶

Growing With Mathematics
Wright Group. (n. d.). Growing with Mathematics: Research and results. Retrieved September 20, 2005, from
http://www.wrightgroup.com/index.php/home/gwm/realworldmath/researchresults/304 (Study: Connecticut School Districts.)⁴

Wright Group. (n. d.). Growing with Mathematics: Research and results. Retrieved September 20, 2005, from
http://www.wrightgroup.com/index.php/home/gwm/realworldmath/researchresults/304 (Study: Francis Howell School District, St. Charles, MO.)⁴

Wright Group. (n. d.). Growing with Mathematics: Research and results. Retrieved September 20, 2005, from
http://www.wrightgroup.com/index.php/home/gwm/realworldmath/researchresults/304 (Study: Lynn School District, Lynn, MA.)³

Wright Group. (n. d.). Growing with Mathematics: Research and results. Retrieved September 20, 2005, from
http://www.wrightgroup.com/index.php/home/gwm/realworldmath/researchresults/304 (Study: McPherson Unified School District 418, McPherson, KS.)⁴

Wright Group. (n. d.). Growing with Mathematics: Research and results. Retrieved September 20, 2005, from
http://www.wrightgroup.com/index.php/home/gwm/realworldmath/researchresults/304 (Study: Springfield School District 186, Springfield, IL.)⁴

Wright Group. (n. d.). Growing with Mathematics: Research and results. Retrieved September 20, 2005, from
http://www.wrightgroup.com/index.php/home/gwm/realworldmath/researchresults/304 (Study: Washington State School Districts.)⁴

Wright Group. (n. d.). Growing with Mathematics: Research and results. Retrieved September 20, 2005, from
http://www.wrightgroup.com/index.php/home/gwm/realworldmath/researchresults/304 (Study: Willcox Unified School District, Willcox, AZ.)³

Holt Mathematics
Calvery, R., Bell, D., & Wheeler, G. (1993, November). A comparison of selected second and third graders' math achievement: Saxon vs. Holt. Paper presented at the meeting of the Mid-South Educational Research Association, New Orleans, LA.²

Houghton Mifflin Mathematics
Houghton Mifflin Company. (n. d.). Student performance in New York City District 9 on New York City/state assessments after one year of Houghton Mifflin Mathematics. Retrieved May 4, 2006, from
http://www.eduplace.com/state/pdf/hmm/05/efficacy/g23552_hmm05_p57-59.pdf³

Mehrens, W. A., & Phillips, S. E. (1986). Detecting impacts of curricular differences in achievement test data. Journal of Educational Measurement, 23 (3), 185–196.³

Investigations in Number, Data, and Space ®
Battista, M. T., & Clements, D. H. (1998). Students' understanding of three-dimensional cube arrays: Findings from a research and curriculum development project. In D. Chazan & R. Lehrer (Eds.), Designing learning environments for developing understanding of geometry and space (pp. 227–248). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.⁹

Additional citation for this study:
Battista, M. T., & Clements, D. H. (1996). Students' understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27 (3), 258–292.

Goodrow, A. (1998). Children's construction of number sense in traditional, constructivist, and mixed classrooms. Dissertation Abstracts International, 59 (04), 1055A. (UMI No. 9828874)⁴

Mokros, J. (2003). Learning to reason numerically: The impact of Investigations. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 109–131). Mahwah, NJ: Lawrence E. Erlbaum Associates. (Study: A study of proportional reasoning.)²

Mokros, J. (2003). Learning to reason numerically: The impact of Investigations. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 109–131). Mahwah, NJ: Lawrence E. Erlbaum Associates. (Study: Children's construction of number sense.)²

Mokros, J. (2003). Learning to reason numerically: the impact of Investigations. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 109–131). Mahwah, NJ: Lawrence E. Erlbaum Associates. (Study: Third- and Fourth-grade students' number skills.)²

Mokros, J., Berle-Carmen, M., Rubin, A., & Wright, T. (1994). Full year pilot grades 3 and 4: Investigations in Number, Data, and Space. Retrieved September 15, 2005, from TERC Web site:
http://investigations.terc.edu/research/eval-3-4.cfm²

Noble, T., Nemirovsky, R., Wright, T., & Tierney, C. (2001). Experiencing change: The mathematics of change in multiple environments. Journal for Research in Mathematics Education, 32 (1), 85–108.⁹

Ross, L. G. (2003). The effects of a standards-based mathematics curriculum on fourth and fifth grade achievement in two Midwest cities. Dissertation Abstracts International, 64 (04), 1180A. (UMI No. 3088273)³

Simpson, N. (2004). Investigations in Number, Data, and Space evidence for success. Retrieved September 15, 2005, from New York City PS6 PTA Web site:
http://www.ps6pta.org/attachments/investigations%20study.pdf³

Yelland, N. (2002). Creating microworlds for exploring mathematical understandings in the early years of school. Journal of Educational Computing Research, 27 (1&2), 77–92.⁶

Jostens Integrated Learning System
Spencer, T. M. (1999). The systemic impact of integrated learning systems on mathematics achievement of elementary students: A six-year longitudinal study. Dissertation Abstracts International, 60 (11), 3977A. (UMI No. 9946070)⁵

Stevens, J. W. (1991). Impact of an integrated learning system on third-, fourth-, and fifth-grade mathematics achievement. Dissertation Abstracts International, 52 (06), 2058A. (UMI No. 9132228)⁵

Knowing Mathematics
Houghton Mifflin. (n. d.). Knowing Mathematics field test results for Lincoln Public Schools fall 2002–spring 2003. (Available from Houghton Mifflin, 222 Berkeley Street, Boston, MA 02116)⁵

Houghton Mifflin. (n. d.). Knowing Mathematics field test results: Alief Independent School District, fall 2002–spring 2003. (Available from Houghton Mifflin, 222 Berkeley Street, Boston, MA, 02116)³

Houghton Mifflin. (2003). Knowing Mathematics field test results: District 9, New York City Public Schools. (Available from Houghton Mifflin, 222 Berkeley Street, Boston, MA 02116)⁴

Kumon Mathematics Program
Oakley, B. A., Lawrence, D., Burt, W. L., Boxley, B., & Kobus, C. J. (2003, June). Using the Kumon Method to revitalize mathematics in an inner-urban school district. Paper presented at the meeting of the American Society for Engineering Education Annual Conference & Exposition, Nashville, TN.⁹

Lightspan Achieve Now
Giancola, S. P., Ratkiewicz, K. J., Siach-Bar, Y., & Grogan, K. E. (2000). Evaluation results of the Delaware Challenge Grant: Project Lead Education Agency, Capital School District (Publication No. T00–012.2). Newark, NJ: University of Delaware, Delaware Education Research & Development Center.³

Gwaltney, T. L. (2000). Year three final report: The Lightspan Achieve Now project—Wichita Public Schools. Unpublished report.⁵

Interactive, Inc. (2001). Documenting the effects of Lightspan Achieve Now! in the Hempstead Union Free School District : Year two report. Huntington, NY: Author.⁴

Interactive, Inc., & Metis Associates, Inc. (2002). A multi-year analysis of the outcomes of Lightspan Achieve Now in the Cleveland Municipal School District : Evaluation report. Huntington, NY: Author.⁵

Shakeshaft, C., Mann, D., & Becker J. (1999). Lightspan Achieve Now!: Documenting the second year of educational achievement and program effects in the schools of Adams County 50, Westminster, Colorado. Huntington, NY: Interactive, Inc.²

Logo
Battista, M., & Clements, D. H. (1986). The effects of LOGO and CAI problem-solving environments on problem-solving abilities and mathematics achievement. Computers and Human Behavior, 2 (3), 183–193.⁵

Blaustein, M. H. (1986). Evaluation of a Logo computer curriculum for upper level elementary school students. Dissertation Abstracts International, 47 (04), 1296A. (UMI No. 8615028)²

Borer, M. (1993). Integrating mandated Logo computer instruction into the second grade curriculum. Fort Lauderdale-Davie, FL: Nova University. (ERIC Document Reproduction Service No. 367311)³

Clements, D. H., & Battista, M. T. (1990). The effects of LOGO on children's conceptualizations of angle and polygons. Journal for Research in Mathematics Education, 21 (5), 356–371.⁵

Clements, D. H., & Battista, M. T. (1989). Learning of geometric concepts in a LOGO environment. Journal for Research in Mathematics Education, 20 (5), 450–467.⁵

Cope, P., Smith, H., & Simmons, M. (1992). Misconceptions concerning rotation and angle in LOGO. Journal of Computer Assisted Learning, 8 (1), 16–24.⁶

Hamada, R. M. (1986). The relationship between learning Logo and proficiency in mathematics. Dissertation Abstracts International, 47 (07), 2510A. (UMI No. 8623535)⁵

Johnson-Gentile, K., Clements, D. H., & Battista, M. T. (1994). Effects of computer and noncomputer environments on students' conceptualizations of geometric motions. Journal of Educational Computing Research, 11 (2), 121–140.²

Kapa, E. (1999). Problem solving, planning ability and sharing processes with LOGO. Journal of Computer Assisted Learning, 15 (1), 73–84.⁶

Lehrer, R., Randle, L., & Sancilio, L. (1989). Learning preproof geometry with LOGO. Cognition and Instruction, 6 (2), 159–184.⁵

Noss, R. (1987). Children's learning of geometrical concepts through LOGO. Journal for Research in Mathematics Education, 18 (5), 343–362.⁶

Simmons, M., & Cope, P. (1990). Fragile knowledge of angle in turtle geometry. Educational Studies in Mathematics, 21 (4), 375–382.⁶

Subhi, T. (1999). The impact of LOGO on gifted children's achievement and creativity. Journal of Computer Assisted Learning, 15 (2), 98–108.⁶

Math Renaissance ®
Renaissance Learning, Inc. (1999). Accelerated Math and Math Renaissance improve math performance (Scientific Research: Quasi-Experimental series). Retrieved January 5, 2006, from
http://research.renlearn.com/research/pdfs/10.pdf⁴

Math Trailblazers
Isaacs, A., Wagreich, P., & Gartzman, M. (1997). The quest for integration: School mathematics and science. American Journal of Education, 106 (1), 179–206.⁹

Mathematics in Action (textbook series published by MacMillan)
Fuson, K. C., & Carroll, W. M. (n. d.). Summary of comparison of Everyday Math (EM) and McMillan (MC): Evanston student performance on whole-class tests in grades 1, 2, 3, and 4. Unpublished manuscript.⁴

Additional citation for this study:
Carroll, W. M., & Fuson, K. C. (1998). A comparison of Everyday Math (EM) and McMillan (MC) on Evanston student performance on whole-class tests: Recommendations for revision of Everyday Mathematics Grades 1, 2, 3, and 4. (Available from Karen C. Fuson, School of Education and Social Policy, Northwestern University, 2115 N. Campus Drive, Evanston, IL 60208-2610)

Mathematics Plus (textbook series published by Harcourt)
Rust, A. L. (1999). A study of the benefits of math manipulatives versus standard curriculum in the comprehension of mathematical concepts. Knoxville, TN: Johnson Bible College. (ERIC Document Reproduction Service No. 436395)⁴

Mathematics Their Way ®
Douglas, J. M. (1989). The effects of a developmentally appropriate math curriculum. (Available from the Author, 4517 McBride Drive, Milton, WI 53563)²

Mayo, J. C. (1995). A quasi-experimental study comparing the achievement of primary grade students using Math Their Way with primary grade students using traditional instructional methods. Dissertation Abstracts International, 56 (12), 4689A. (UMI No. 9611230)⁴

McKernan, M. M. (1992). The effects of "Mathematics Their Way" and Chicago Math Project on mathematical applications and story problem strategies of second graders. Dissertation Abstracts International, 54 (08), 2932A. (UMI No. 9332572)¹¹

Mathematics Today by Harcourt Brace
Hiebert, J., & Wearne, D. (1993). Instructional tasks, classroom discourse, and students' learning in second grade arithmetic. American Educational Research Journal, 30 (2), 393–425.⁵

MathFact
Thornton, C. A., & Toohey, M. A. (1985). Basic math facts: Guidelines for teaching and learning. Learning Disabilities Focus, 1 (1), 44–57.⁶

MathSteps by Houghton Mifflin
Abt Associates, Inc. (n. d.). Independent evaluation of the effectiveness of the MathSteps curriculum. (Available from Houghton Mifflin, 222 Berkeley Street, Boston, MA 02116)⁴

MathWings by the Success for All Foundation ®
Madden, N. A., Slavin, R. E., & Simons, K. (1999). MathWings: Effects on student mathematics performance (Report No. 39). Baltimore, MD: Center for Research on the Education of Students Placed at Risk.³

Moving with Math
Math Teachers Press, Inc. (2000). Journey to Success summer school 2000, New Orleans Public Schools: Analysis of results. Unpublished report.³

Voight, J. D., Orr, J. K., & Summers, C. R. (2001). Evaluation of the District of Columbia Public Schools 1999–2000 Saturday STARS program. Arlington, VA: George Washington University, Center for Equity and Excellence in Education.⁴

Mystery Motivator
Madaus, M. M. R., Kehle, T. J., Madaus, J., & Bray, M. A. (2003). Mystery Motivator as an intervention to promote homework completion and accuracy. School Psychology International, 24 (4), 369–377.⁵

New Century Integrated Instructional System
New Century Education Corporation. (2003). New Century Integrated Instructional System, Evidence of effectiveness: Documented improvement results from client schools and districts. Piscataway, NJ: Author.⁴

New Century Mathematics
New Century Education Corporation. (n. d.). Elementary school success. Retrieved August 18, 2003, from
http://www.ncecorp.com/elem.htm³

Number Power™
Developmental Studies Center. (1996). Findings from the evaluation of the "Number Power" mathematics program: Final report to the National Science Foundation. Retrieved November 10, 2005, from
http://www.devstu.org/pdfs/number_power/NumberPower_NSF_eval_report.pdf²

Additional citation for this study:
Battistich, V., Alldredge, S., & Tsuchida, I. (2003). Number Power: An elementary school program to enhance students' mathematical and social development. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 133–159). Mahwah, NJ: Lawrence Erlbaum Associates.

Numeracy Recovery
Dowker, A. (2001). Numeracy recovery: A pilot scheme for early intervention with young children with numeracy difficulties. Support for Learning, 16 (1), 6–10.⁶

Opening Eyes to Mathematics by The Math Learning Center
Shaughnessy, J., & Davis, A. (1998). Springfield research study: Impact of Opening Eyes and Visual Mathematics curricula. Portland, OR: Northwest Regional Educational Laboratory.³

Orton–Gillingham ® technique
Dev, P. C., Doyle, B. A., & Valenta, B. (2002). Labels needn't stick: "At-risk" first graders rescued with appropriate intervention. Journal of Education for Students Placed at Risk, 7 (3), 327–332.³

Personalized System of Instruction (PSI)
Conard, C. J. (1997). Fairbanks system of instruction at Fairbanks Country Day. Behavior and Social Issues, 7 (1), 25–29.⁹

Piacceleration Instruction
Pasnak, R., Madden, S., Malabonga, V., Holt, R., & Martin, J. (1996). Persistence of gains from instruction in classification, seriation, and conservation. Journal of Educational Research, 90 (2), 87–92.²

Pasnak, R., McCutcheon, L., Holt, R. W., & Campbell, J. W. (1991). Cognitive and achievement gains for kindergarteners instructed in Piagetian operations. Journal of Educational Research, 85 (1), 5–13.⁵

PLATO
Quinn, D. W., & Quinn, N. W. (2001). Evaluation series: Preliminary study, PLATO Elementary Math Software, Fairview Elementary, Dayton, Ohio. Bloomington, MN: PLATO Learning, Inc.³

Quinn, D. W., & Quinn, N. W. (2001). Evaluation series: Grades 1–8, Apache Junction Unified School District 43, Apache Junction, Arizona. Bloomington, MN: PLATO Learning, Inc.³

Sherman, G. (1997). PLATO Evaluation Series: Stark Metropolitan Housing Authority. Bloomington, MN: PLATO Learning, Inc.⁹

Project 2000
Hooper, G. L. (1997). The effects of a Project 2000 single-gender classroom on the academic achievement and attendance of African-American males in first and second grades. Dissertation Abstracts International, 58 (11), 4140A. (UMI No. 9816403)⁵

Project MAS
Cotayo, A., Villegas, J. J., Baecher, R. E., & Wilets, I. (1985). Project MAS 1983–84: O. E. A. evaluation section report. New York: New York City Public Schools, Office of Educational Assessment. (ERIC Document Reproduction Service No. ED263259)³

Project SEED
Webster, W. J., Dryden, M., Leddick, L., & Green, C. A. (1999). Evaluation of Project SEED: Detroit Public Schools, 1997–98. Detroit, MI: Detroit Public Schools. (ERIC Document Reproduction Service No. ED427104)⁵

Project Teach and Reach
Schuyler, N. B., Turner, B. O., Hartman, J., & Gonzalez, L. M. (1985). Project Teach and Reach: 1984–85 final technical report (Report No. 84.46). Austin, TX: Austin Independent School District, Office of Research and Evaluation. (ERIC Document Reproduction Service No. ED265182)³

Rational Number Project
Cramer, K., & Post, T. (1995). Facilitating children's development of rational number knowledge. In D. Owens, M. Reed, & G. Millsaps (Eds.), Proceedings of the Seventeenth Annual Meeting of PME-NA (pp. 377–382). Columbus, OH: Psychology of Mathematics Education.⁴

Cramer, K., Post, T., & delMas, R. C. (2002). Initial fraction learning by fourth- and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the Rational Number Project Curriculum. Journal for Research in Mathematics Education, 33 (2), 111–144.1²

Richmond Young Students Mathematics (RYSM) Class
Moore, N. D., & Wood, S. S. (1988). Mathematics in elementary school: Mathematics with a gifted difference. Roeper Review, 10 (4), 231–234.³

Rutgers-Kenilworth Program
Maher, C. A. (1991). Is dealing with mathematics as a thoughtful subject compatible with maintaining satisfactory test scores? A nine-year study. Journal of Mathematical Behavior, 10 (3), 225–248.³

Saxon Elementary School Math
Calvery, R., Bell, D., & Wheeler, G. (1993, November). A comparison of selected second and third graders' math achievement: Saxon vs. Holt. Paper presented at the meeting of the Mid- South Educational Research Association, New Orleans, LA.²

Fahsl, A. J. (2001). An investigation of the effects of exposure to Saxon math textbooks, socioeconomic status and gender on math achievement scores. Dissertation Abstracts International, 62 (08), 2681A. (UMI No. 3021615)³

Hansen, E., & Greene, K. (2000). A recipe for math. What's cooking in the classroom: Saxon or Traditional? Retrieved May 4, 2006, from
http://www.secondaryenglish.com/recipeformath.html²

Klein, D. (2000). High achievement in mathematics: Lessons from three Los Angeles elementary schools. Washington, DC: Brookings Institution Press.⁹

Nguyen, K., Elam, P., & Weeter, R. (1993). The 1992–93 Saxon mathematics program evaluation report. Oklahoma City: Oklahoma City Public Schools.¹³

Plato, J. (1998). An evaluation of Saxon math at Blessed Sacrament School. Retrieved May 4, 2006, from the University of Illinois, College of Education Web site:
http://lrs.ed.uiuc.edu/students/plato1/Final.html⁹

Scott Foresman-Addison Wesley Elementary Mathematics
Gatti, G. G. (2004). Scott Foresman-Addison Wesley Math national effect size study. (Available from Pearson Education, K–12 School Group, 1 Lake Street, Upper Saddle River, NJ 07458)²

Klein, D. (2000). High achievement in mathematics: Lessons from three Los Angeles elementary schools. Washington, DC: Brookings Institution Press.⁹

Simpson, N. (2001). Scott Foresman California Mathematics validation study pretest–posttest results (Report No. VM-17- 3005-CA). (Available from Pearson Scott Foresman, 1415 L Street, Suite 800, Sacramento, CA 95814)³

WESTAT (2003). Analysis of field testing for Scott Foresman-Addison Wesley Mathematics 2004. Rockville, MD: Author.⁹

Sharon Wells Mathematics Curriculum
Sharon Wells Consulting, Inc. (n. d.). Examinations of the effectiveness of the Sharon Wells Mathematics Curriculum in Texas schools. Retrieved February 16, 2006, from
http://www.sharonwellsmath.com/research.html (Study: One—Degree of implementation.)²

Sharon Wells Consulting, Inc. (n. d.). Examinations of the effectiveness of the Sharon Wells Mathematics Curriculum in Texas schools. Retrieved February 16, 2006, from
http://www.sharonwellsmath.com/research.html (Study: Two—Race/ethnicity groups.)²

Sharon Wells Consulting, Inc. (n. d.). Examinations of the effectiveness of the Sharon Wells Mathematics Curriculum in Texas schools. Retrieved February 16, 2006, from
http://www.sharonwellsmath.com/research.html (Study: Three—Passing studies by implementation groups.)²

Sharon Wells Consulting, Inc. (n. d.). Examinations of the effectiveness of the Sharon Wells Mathematics Curriculum in Texas schools. Retrieved February 16, 2006, from
http://www.sharonwellsmath.com/research.html (Study: Four—Teaching experience and degree of implementation.)²

Sigma Plus Research and Evaluation, Inc. (n. d.). Examinations of the effectiveness of the Sharon Wells Mathematics Curriculum in Texas schools. Retrieved February 16, 2006, from
http://www.sharonwellsmath.com/pfex/research/study5.pdf (Study: Five—Predicting passing rate.)³

Silver Burdett Ginn Mathematics
Klein, D. (2000). High achievement in mathematics: Lessons from three Los Angeles elementary schools. Washington, DC: Brookings Institution Press.⁹

Singapore Mathematics
Ginsburg, A., Leinwand, S., Anstrom, T., & Pollok, E. (2005). What the United States can learn from Singapore's world-class mathematics system (and what Singapore can learn from the United States): An exploratory study. Washington, DC: American Institutes for Research.²

Skills Reinforcement Project
Mills, C. J., Stork, E. J., & Krug, D. (1992). Recognition and development of academic talent in educationally disadvantaged students. Exceptionality, 3 (3), 165–180.⁵

Strategic Math Series
Mercer, C. D., & Miller, S. P. (1992). Teaching students with learning problems in math to acquire, understand, and apply basic math facts. Remedial & Special Education, 13 (3), 19–35, 61.³

Successmaker
Mintz, K. S. (2000). A comparison of computerized and traditional instruction in elementary mathematics. Dissertation Abstracts International, 61 (03), 954A. (UMI No. 9966705)⁵

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Andrew Jackson Elementary School in Desert Sands Unified School District, Indio, California. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/andrewjackson.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Aviara Oaks Elementary School in Carlsbad, California. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/aviara.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: South Walnut Elementary School in Bangor, Michigan. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/swalnut.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Bethune Elementary School in Minneapolis, Minnesota. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/bethune.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Centerville Elementary School in Lancaster, Pennsylvania. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/centerville.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Cherokee Heights Elementary in St. Paul, Minnesota. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/cherokeeheights.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Chesterfield Township Elementary School in Trenton, New Jersey. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/chesterfield.cfm²

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Clovis Municipal School District in Clovis, New Mexico. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/clovis.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Edgewood Elementary School in Fruitport, Michigan. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/edgewood.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Fairview Elementary School in Fairview, Pennsylvania. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/fairview.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Forest View Elementary School in Boon, Michigan. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/forestview.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Garland Independent School District in Garland, Texas. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/garland.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Greenglade Elementary School in Miami, Florida. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/greenglade.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Hot Springs School District in Hot Springs, Arkansas. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/hotsprings.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Hueneme School District in Port Hueneme, California. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/hueneme.cfm³

Pearson Education Technologies. (n. d.). Achieving elementary curriculum design success with SuccessMaker: Lead Mine Elementary School in Raleigh, North Carolina. Retrieved August 16, 2003, from http://www.pearsonedtech.com/successes/successmaker/leadmine.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Lorenzo de Zavala Elementary School in Edinburg, Texas. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/lorenzo.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Meadowlane Elementary School in Miami-Dade County, Hialeach, Florida. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/meadowlane.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: North Jackson Elementary School in Jackson, Mississippi. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/njackson.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Pate Elementary School in Darlington, South Carolina. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/pate.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Penn Delco School District in Aston, Pennsylvania. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/penndelco.cfm²

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Phillis Wheatley Elementary School in Miami, Florida. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/wheatley.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Reading Elementary School in Centerville, Utah. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/reading.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Saturn Elementary School in Cocoa, Florida. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/saturn.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: South Walnut Elementary School in Bangor, Michigan. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/swalnut.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: The Charter School of Excellence in Fort Lauderdale, Florida. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/charterexcellence.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Treasure Island Elementary Community School in North Bay Village, Florida. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/treasureisland.cfm³

Pearson Education Technologies. (n. d.). Achieving success with SuccessMaker: Yeshivot and Jewish Day Schools in New York, New York. Retrieved August 16, 2003, from
http://www.pearsonedtech.com/successes/successmaker/gruss.cfm²

Pearson Education Technologies. (2002). SuccessMaker evidence of effectiveness: Selected evaluation summaries. Scottsdale, AZ: Author.³

Simon, C. (2001). South-Western City Schools: Relationship study for 2000–2001. Sunnyvale, CA: NCS Learn.³

Simon, C., & Tingey, B. (2003, February). Aiken County Schools: On target analysis for 2001–2002 PACT and SuccessMaker. (Available from the Pearson Education Technologies, 6710 East Camelback Road, Scottsdale, Arizona 85251)³

Suppes, P., Zanotti, M., & Smith, N. (1991). Effectiveness of the CCC CAI Program—Fort Worth Parochial Schools: Global evaluation for 1990–91. Palo Alto, CA: Computer Curriculum Corporation.³

Additional citations for this study:
Suppes, P., Zanotti, M., & Smith, N. (1988). Effectiveness of the CCC CAI Program—Fort Worth Parochial Schools: Global evaluation for 1986–87. Palo Alto, CA: Computer Curriculum Corporation.

Suppes, P., Zanotti, M., & Smith, N. (1992). Effectiveness of the CCC CAI Program–Fort Worth Parochial Schools: Evaluations for 1986–91. Unpublished doctoral dissertation, Palo Alto, CA. (Study: Global evaluation for 1989–90.)

Suppes, P., Zanotti, M., & Smith, N. (1988). Effectiveness of the CCC CAI Program—Fort Worth Parochial Schools: Global evaluation for 1987–88. Palo Alto, CA: Computer Curriculum Corporation.

Suppes, P., Zanotti, M., & Smith, N. (1989). Effectiveness of the CCC CAI Program—Fort Worth Parochial Schools: Global evaluation for 1988–89. Palo Alto, CA: Computer Curriculum Corporation.

Suppes, P., Zanotti, M., & Smith, N. (1990). Effectiveness of the CCC CAI Program—Fort Worth Parochial Schools: Global evaluation for 1989–90. Palo Alto, CA: Computer Curriculum Corporation.

Tuscher, L. J. (1998). A three-year longitudinal study assessing the impact of the CCC SuccessMaker program on student achievement and student and teacher attitudes in the Methacton School District Elementary Schools. Bethlehem, PA: Lehigh University.³

Teacher to Teacher Math Problem Solving Supplementary Curriculum
Ostrogorsky, T., & Barta, K. (2004). Evaluation report: Summer 2004. Portland, OR: Portland State University, Regional Research Institute for Human Services.⁵

Thinking Mathematics
Gill, A. J., & Thompson, A. (1995). Bridging second-grade children's thinking and mathematics recording. Journal of Mathematical Behavior, 14 (3), 349–362.⁹

TIPS: Math (Teachers Involve Parents in Schoolwork)
White, M. S. (1996). The effects of TIPS Math activities on fourth grade student achievement in mathematics and on primary caregivers' and teachers' opinions about primary caregivers' involvement in schoolwork. Dissertation Abstracts International, 58 (01), 116A. (UMI No. 9719849)⁵

TouchMath ®
Dev, P. C., Doyle, B. A., & Valenta, B. (2002). Labels needn't stick: "At-risk" first graders rescued with appropriate intervention. Journal of Education for Students Placed at Risk, 7 (3), 327–332.³

Visual Mathematics by The Math Learning Center
Shaughnessy, J., & Davis, A. (1998). Springfield research study: Impact of Opening Eyes and Visual Mathematics curricula. Portland, OR: Northwest Regional Educational Laboratory.³

Voyages
School District of Hillsborough County. (2003). Study summary, the Mathematics Improvement Initiative: The development of Voyages. Tampa, FL: Author.³

Wasatch Interactive Learning, distributed by Plato Learning
PLATO Learning, Inc. (n. d.). Maryville City School System, Maryville, Tennessee. Retrieved December 2, 2004, from
http://www.netschools.com/research/evaluations.asp³

Disposition pending

Criterion Referenced Curriculum (CRC)
Joseph, L., & Cooper, J. O. (1991). Fourth-grade students' math performance with the criterion referenced curriculum. Behavior Modification, 15 (2), 228–249.¹⁴

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