References

Studies that met WWC standards

Cognitive Tutor® Algebra I
Morgan, P., & Ritter, S. (2002). An experimental study of the effects of Cognitive Tutor Algebra I on student knowledge and attitude. Retrieved November 22, 2006, from http://www.carnegielearning.com/research/ research_reports/morgan_ritter_2002.pdf

I CAN Learn® Pre-Algebra and Algebra
Kirby, P. C. (2006, October). I CAN Learn® in Orleans Parish Public Schools: Effects on LEAP 8th grade math achievement, 2003–2004. (Available from the ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122)

Additional citation for this study:
Kirby, P. C. (2004b, November). I CAN Learn® in Orleans Parish Public Schools effects on LEAP 8th grade math achievement, 2003–2004. (Available from the ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122)

The Expert Mathematician
Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. Dissertation Abstracts International, 58 (7), 2573A. (UMI No. 9800955)

Saxon Middle School Math
Williams, D. D. (1986). The incremental method of teaching algebra I. Kansas City: University of Missouri.

Transition Mathematics
Baker, J. J. (1997). Effects of a generative instructional design strategy on learning mathematics and on attitudes towards achievement. Dissertation Abstracts International, 58 (7), 2573A. (UMI No. 9800955)

Studies that met WWC standards with reservations

Cognitive Tutor® Algebra I
Schneyderman, A. (2001, September). Evaluation of the Cognitive Tutor Algebra 1 program. Unpublished manuscript. (Available from Miami-Dade County Public Schools Office of Evaluation and Research, 1500 Biscayne Boulevard, Miami, FL 33132)

Connected Mathematics Project
Ridgway, J. E., Zawojewski, J. S., Hoover, M. N., & Lambdin, D. V. (2002). Student attainment in the Connected Mathematics curriculum. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 193–224). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Additional citation for this study:
Hoover, M., Zawojewski, J. S., & Ridgway, J. E. (1997, April). Effects of the Connected Mathematics Project on student attainment. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.

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.

Schneider, C. L. (2000). Connected Mathematics and the Texas Assessment of Academic Skills. Dissertation Abstracts International, 62 (02), 503A. (UMI No. 3004373)

I CAN Learn® Pre-Algebra and Algebra
Kerstyn, C. (2001). Evaluation of the I CAN Learn® mathematics classroom: First year of implementation (2000–2001 school year). (Available from the Division of Instruction, Hillsborough County Public Schools, 901 East Kennedy Blvd., Tampa, FL 33602)

Kerstyn, C. (2002, October). Evaluation of the I CAN Learn® mathematics classroom: Second year of implementation (2001–2002 school year). (Available from the Division of Instruction, Hillsborough County Public Schools, 901 East Kennedy Blvd., Tampa, FL 33602)

Kirby, P. C. (2004, September). Comparison of I Can Learn® and traditionally-taught 8th grade general math student performance on the California Standards Test, Spring 2004. (Available from the ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122)

Kirby, P. C. (2004, November). Comparison of I CAN Learn® and traditionally-taught 8th grade student performance on the Georgia Criterion-Referenced Competency Test. Unpublished manuscript.

Kirby, P. C. (2005, January). I CAN Learn® Algebra I in Catoosa County, Georgia. (Available from the ed-cet, Inc., 2301 Killdeer Street, New Orleans, LA 70122)

Saxon Middle School Math
Crawford, J., & Raia, F. (1986). Analyses of eighth grade math texts and achievement. Oklahoma City, OK: Oklahoma City Public Schools, Planning, Research, and Evaluation Department.

Peters, K. G. (1992). Skill performance comparability of two algebra programs on an eighth-grade population. Dissertation Abstracts International, 54 (01), 77A. (UMI No. 9314428)

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.

Resendez, M., Fahmy, A., & Manley, M. A. (2005). The relationship between using Saxon Middle School Math and student performance on Texas statewide assessments. Retrieved from Harcourt Achieve Web site: http://saxonpublishers.harcourtachieve.com/HA/ correlations/pdf/s/SXMath_Middle_TX_research_web.pdf

Roberts, F. H. (1994). The impact of Saxon Mathematics program on group achievement test scores. Dissertation Abstracts International, 55 (06), 1498A. (UMI No. 9430198)

Transition Mathematics
Hedges, L. V., Stodolsky, S. S., Mathison, S., & Flores, P. V. (1986). Transition mathematics: Field study (Evaluation Rep. No. 85/86-TM-2). Chicago: University of Chicago School Mathematics Project.

Thompson, D. R., Senk, S. L., Witonsky, D., Usiskin, Z., & Kaeley, G. (2005). An evaluation of the second edition of UCSMP Transition Mathematics. Chicago: University of Chicago School Mathematics Project.

University of Chicago School Mathematics Project (UCSMP) Algebra
Peters, K. G. (1992). Skill performance comparability of two algebra programs on an eighth-grade population. Dissertation Abstracts International, 54 (01), 77A. (UMI No. 9314428)

Thompson, D. R., Senk, S. L., Witonsky, D., Usiskin, Z., & Kaeley, G. (2006). An evaluation of the second edition of UCSMP Algebra. Chicago: University of Chicago School Mathematics Project.

Studies that did not meet evidence screens

Accelerated Math
Bach, S. (2001). An evaluation of Accelerated Math in a seventh grade classroom. Madison, WI: Renaissance Learning, Inc.¹

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.pdf²

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

Spicuzza, R., & Ysseldyke, J. E. (1999). Using Accelerated Math to enhance instruction in a mandated summer school program. Minneapolis, MN: Minneapolis Public Schools.³

Spicuzza, R., Ysseldyke, J. E., Lemkuil, A., Kosciolek, S., Boys, C., & Teelucksingh, E. (2001). Effects of using a curriculum-based monitoring system on the classroom instructional environment and math achievement. Minneapolis: National Center on Educational Outcomes, University of Minnesota.³

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.pdf²

Ysseldyke, J. E., & Tardrew, S. P. (2002). Differentiating math instruction: A large scale study of Accelerated Math (Final report). Madison, WI: Renaissance Learning, Inc.³

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.³

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), 247–265.³

Addison-Wesley Mathematics basal program
Nerenz, A. G., Stewart, D. M., & Webb, N. L. (1980). Scaling and summary statistics for the curriculum implementation and program customizing variables. Comparative study of phase IV IGE evaluation project. Phase IV, project paper 80-6. Madison: Wisconsin University, Research and Development Center for Individualized Schooling. (ERIC Document Reproduction Service No. ED252549)⁴

Webb, N., & Yasui, E. (1992). The influence of problem context on mathematics performance. Project 2.1: Alternative approaches to assessment in mathematics and science. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing. (ERIC Document Reproduction Service No. ED349331)⁵

Adventures of Jasper Woodbury Series
Northeastern Illinois University, Department of Teacher Education. (2000). Use of interactive video technology to teach middle school mathematics in Chicago schools, September–November, 2000. Final evaluation report. Chicago: Author. (ERIC Document Reproduction Service No. ED451055)⁶

Algebra Project
Adair, J. D. (1996). Priming the pump: A study of the Algebra Project and its impact on student achievement in mathematics. Dissertation Abstracts International, 57 (07), 2921A. (UMI No. 9638729)²

Davis, F. E., & West, M. M. (2000a). The impact of Algebra Project on mathematics achievement. (Available from the Program Evaluation and Research Group, Lesley College, 29 Everett Street, Cambridge, MA 02138) (Study: Brinkley)²

Davis, F. E., & West, M. M. (2000b). The impact of Algebra Project on mathematics achievement. (Available from the Program Evaluation and Research Group, Lesley College, 29 Everett Street, Cambridge, MA 02138) (Study: Cambridge)⁷

Davis, F. E., & West, M. M. (2000c). The impact of Algebra Project on mathematics achievement. (Available from the Program Evaluation and Research Group, Lesley College, 29 Everett Street, Cambridge, MA 02138) (Study: Jackson)⁷

Davis, F. E., & West, M. M. (2000d). The impact of Algebra Project on mathematics achievement. (Available from the Program Evaluation and Research Group, Lesley College, 29 Everett Street, Cambridge, MA 02138) (Study: Lanier High School)²

Davis, F. E., & West, M. M. (2000e). The impact of Algebra Project on mathematics achievement. (Available from the Program Evaluation and Research Group, Lesley College, 29 Everett Street, Cambridge, MA 02138) (Study: San Francisco)⁷

Davis, M. M., West, F. E., & Lynch, M. (1998). The impact of the Algebra Project on student achievement in mathematics: Results in five sites. (Available from the Program Evaluation and Research Group, Lesley College, 29 Everett Street, Cambridge, MA 02138)⁸

West, F. E., Davis, M. M., Lynch, M., & Atlas, T. (n. d.) The Algebra Project’s middle school intervention in 1997–98: An evaluation report. Cambridge, MA: Lesley University, Program Evaluation and Research Group.⁹

Algebraic Thinking
Fair, B., & Mannhardt, L. (2003, June). Algebraic Thinking: Intermediate math program. Paper presented at the meeting of the Southern Regional Education Board, Austin, TX.²

Appalachia Model Mathematics Program
Miller, R., Mills, C., & Tangherlini, A. (1995). The Appalachia Model Mathematics Program for gifted students. Roeper Review, 18 (2), 138–142.⁶

Cognitive Tutor® Algebra I
Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8 (1), 30–43.²

Plano, G. S., Ramey, M., & Achilles, C. M. (2005, August). Implications for student learning using a technology-based algebra program in a ninth-grade algebra course. Unpublished manuscript. (Available from the Mercer Island School District, 4160 86th Ave. SE, Mercer Island, WA 98040)¹⁰

Additional citation for this study:
Plano, G. S. (2004). The effects of the Cognitive Tutor® Algebra on student attitudes and achievement in a 9th grade algebra course. Dissertation Abstracts International, 65 (04), 1291A. (UMI No. 3130130)

Sarkis, H. (2004). Cognitive Tutor® Algebra 1: Miami-Dade County Public Schools. Lighthouse Point, FL: The Reliability Group.²

CompassLearning
An independent study done by the Odyssey Charter Middle School (2001–2002). (2003). (Available from CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121)⁶

Assessment II. (2003). (Available from CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121)³

Curricula for CompassLearning. (2003). (Available from CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121)⁹

Hartley, C. L. (2003). Partnered study two: Comparative study in a large inner city school district in the Midwest, 2001–2002. San Diego, CA: CompassLearning, Inc.³

Additional citation for this study:
Compass Learning. (2003). CompassLearning® Report: What Works Clearinghouse. San Diego, CA: Author.

Manager I and Manager II. (2003). (Available from the CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121)⁸

School effectiveness report: Riverside Middle School, Pendleton, SC. (2004). (Available from CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121)⁷

School effectiveness report: Terrell Middle School, Terrell, TX. (2004). (Available from CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121)⁷

Connected Mathematics Project (CMP)
Adams, L. M., Tung, K. K., Warfield, V. M., Knaub, K., Yong, D., & Mudavanhu, B. (2002). Middle school mathematics comparisons for Singapore Mathematics, Connected Mathematics Program, and Mathematics in Context (including comparisons with the NCTM Principles and Standards 2000). Retrieved from University of Washington, Department of Applied Mathematics Web site: http://www.amath.washington.edu/~adams/full.pdf⁸

Bay, J. M., Beem, J. K., Reys, R. E., Papick, I., & Barnes, D. E. (1999). Student reactions to standards-based mathematics curricula: The interplay between curriculum, teachers, and students. School Science and Mathematics, 99 (4), 182–188.⁹

Ben-Chaim, D., Fey, J. T., Fitzgerald, W. M., Benedetto, C., & Miller, J. (1997). Development of proportional reasoning in a problem-based middle school curriculum. College Park: University of Maryland, Department of Mathematics. (ERIC Document Reproduction Service No. ED412091)²

Ben-Chaim, D., Fey, J. T., Fitzgerald, W. M., Benedetto, C., & Miller, J. (1997, April). A study of proportional reasoning among seventh and eighth grade students. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.²

Ben-Chaim, D., Fey, J. T., Fitzgerald, W. M., Benedetto, C., & Miller, J. (1998). Proportional reasoning among 7th grade students with different curricular experiences. Educational Studies in Mathematics, 36 (3), 247–273.²

Cain, J. S. (2002). An evaluation of the Connected Mathematics Project. Journal of Educational Research, 32 (4), 224–233.²

Clarkson, L. M. C. (2001). The effects of the Connected Mathematics Project on middle school mathematics achievement. Dissertation Abstracts International, 61 (12), 4709A. (UMI No. 9997642)¹

Griffith, L., Evans, A., & Trowell, J. (2000). Arkansas grade 8 benchmark exam: How do Connected Mathematics schools compare to state data? Little Rock: Arkansas State Department of Education.²

Krebs, A. S. (1999). Students’ algebraic understanding: A study of middle grades students’ ability to symbolically generalize functions. Dissertation Abstracts International, 60 (06), 1949A. (UMI No. 9936570)⁹

Krebs, A. S. (2003). Middle grades students’ algebraic understanding in a reform curriculum. School Science and Mathematics, 103 (5), 233–245.⁹

Lapan, R., Reys, B., Reys, R., & Holliday, G. (2001). Assessing the performance of middle grade students using standards-based mathematics instructional materials. (Available from the University of Missouri, 121 Townsend Hall, Columbia, MO 65211)¹

Lapan, R. T., Reys, B. J., Barnes, D. E., & Reys, R. E. (1998, April). Standards-based middle grade mathematics curricula: Impact on student achievement. Paper presented at the meeting of the American Educational Research Association, San Diego, CA.²

Lubienski, S. T. (2000a). A clash of social class cultures? Students’ experiences in a discussion-intensive seventh-grade mathematics classroom. Elementary School Journal, 100 (4), 377–403.⁹

Lubienski, S. T. (2000b). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31 (4), 455–482.⁹

O’Neal, S. W., & Robinson-Singer, C. (2003). The Arkansas statewide systemic initiative pilot of the Connected Mathematics Project: An evaluation report. Albuquerque, NM: Accountability & Development Associates, Inc.²

Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement. Journal for Research in Mathematics Education, 34 (1), 74–95.¹

Additional citation for this study:
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2004). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement: Corrections. Journal for Research in Mathematics Education, 35 (2), 152.

Rickard, A. (1995). Teaching with problem-oriented curricula: A case study of middle-school mathematics instruction. The Journal of Experimental Education, 64 (1), 5.⁹

Wasman, D. G. (2000). An investigation of algebraic reasoning of seventh- and eighth-grade students who have studied from the Connected Mathematics Project curriculum. Dissertation Abstracts International, 61 (09), 3498A. (UMI No. 9988711)²

Winking, D. (1998). The Minneapolis Connected Mathematics Project: Year two evaluation. Retrieved from Minneapolis Public Schools, Teacher and Instructional Services Web site: http://tis.mpls.k12.mn.us/sites/ 5df1b159-7ce3-4aa3-8e71-8e60a7b98e6c /uploads/connected_mathematics_2.pdf²

Additional citation for this study:
Winking, D. (2000a). Minneapolis data: Excerpts from the year two evaluation report. (Available from the Connected Mathematics Project, Michigan State University, A715 Wells Hall, East Lansing, MI 48824)

Winking, D. (2000b). Minneapolis data: Excerpts from the year one evaluation report. (Available from the Connected Mathematics Project, Michigan State University, A715 Wells Hall, East Lansing, MI 48824)²

Zawojewski, J. S., Robinson, M., & Hoover, M. (1999). Reflections on developing formal mathematics and the Connected Mathematics Project. Mathematics Teaching in the Middle School, 4 (5), 324–330.⁹

Connecting Math Concepts (CMC) mathematics program
San Juan Unified School District, Accountability and Organizational Evaluation Department. (2001). Connecting Math Concepts: An evaluation of first implementation year. Retrieved from http://www.sanjuan.edu/accountability/program-evaluations/ connecting-math-2001.pdf⁶

San Juan Unified School District, Accountability and Organizational Evaluation Department. (2003). Evaluation of Connecting Math Concepts year 2. Retrieved from http://www.sanjuan.edu/accountability/program-evaluations/ connecting-math-2002.pdf⁶

CORD Applied Math
Alsup, J. K., & Sprigler, M. J. (2003). A comparison of traditional and reform mathematics curricula in an eighth-grade classroom. Education, 123 (4), 689–694.²

Core Plus Mathematics Project (CPMP)
Kahan, J. A. (1999a). Relationships among mathematical proof, high-school students, and a reform curriculum. Unpublished doctoral dissertation, University of Maryland. (Study: Site I)¹¹

Kahan, J. A. (1999b). Relationships among mathematical proof, high-school students, and a reform curriculum. Unpublished doctoral dissertation, University of Maryland. (Study: Site II)¹¹

Kahan, J. A. (1999c). Relationships among mathematical proof, high-school students, and a reform curriculum. Unpublished doctoral dissertation, University of Maryland. (Study: Site III)¹

Schoen, H. L., Cebulla, K. J., Finn, K. F., & Fi, C. (2003). Teacher variables that relate to student achievement when using a standards-based curriculum. Journal for Research in Mathematics Education, 34 (3), 228–259.⁶

Schoen, H. L., & Ziebarth, S. W. (1997). A progress report on student achievement in the Core-Plus Mathematics Project field test. Unpublished report. (Available from Harold L. Schoen, University of Iowa, N287 Lindquist Center, Iowa City, IA 52242)²

Verkaik, M. (2000). CPMP student Performance at Holland Christian High School. Retrieved from the Core-Plus Mathematics Project Web site: http://www.wmich.edu/cpmp/pdfs/Holland_Chrtn_Stud_Achieve.pdf¹²

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)⁵

Destination Math
FitzPatrick, S. B. (2001). An exploratory study of the implementation of an educational technology in two eighth grade mathematics classes. Dissertation Abstracts International, 62 (06), 2082A. (UMI No. 3016656)⁹

Riverdeep, Inc. (July, 2001). Analysis of state math test scores of Pender County (NC) middle school students. Unpublished report. (Available from Riverdeep, Inc., 100 Pine Street, Suite 1900, San Francisco, CA 94111)⁶

Additional citation for this study:
Riverdeep Interactive Learning Limited (2003e). Destination MATH: Validation studies. Novato, CA: Author. (Study: Pender County School District, North Carolina)

Riverdeep Interactive Learning Limited (2003a). Destination MATH: Validation studies. Novato, CA: Author. (Study: Chipman Junior High School, Bakersfield, California)²

Riverdeep Interactive Learning Limited (2003c). Destination MATH: Validation studies. Novato, CA: Author. (Study: Highwood Hills Elementary School, St. Paul, Minnesota & Charlotte Middle School, Rochester, New York)⁶

Riverdeep Interactive Learning Limited (2003d). Destination MATH: Validation studies. Novato, CA: Author. (Study: Mitchell High School, Colorado Springs, Colorado)⁶

Rivet, J. R. (2001). Student achievement in middle school mathematics: Computer assisted instruction versus traditional instruction. Dissertation Abstracts International, 63 (09), 3164A. (UMI No. 3065841)⁵

Additional citations for this study:
Riverdeep, Inc. (2002, March). Comparison study of Destination Math conducted middle schools in Desert Sands (CA). (Available from the Riverdeep, Inc., 100 Pine Street, Suite 1900, San Francisco, CA 94111)

Riverdeep Interactive Learning Limited (2003b). Destination MATH: Validation studies. Novato, CA: Author. (Study: Desert Sands Unified School District, California)

FUNdamentallyMATH®
Brown, F., & Boshamer, C. C. (2000). Using computer assisted instruction to teach mathematics: A study. The NABSE Journal, 4 (1), 62–72.¹

I CAN Learn® Pre-Algebra and Algebra
Brooks, C. (1999, August). Evaluation of Jefferson Parish technology grant: I CAN Learn® Algebra I. Unpublished report submitted to the Superintendent of Jefferson Parish Public Schools.¹³

Brooks, C. (2000, September). Evaluation of Jefferson Parish technology grant: I CAN Learn® Algebra I. (Available from the Department of Educational Leadership, University of New Orleans, New Orleans, LA 70148)²

Gill, J. C., & Gifford, C. S. (2001). Evaluation of Jefferson Parish technology grant: I CAN Learn® Algebra I. Unpublished manuscript, University of New Orleans, LA.¹

Oescher, J. (2002, January). I CAN Learn® education success in California. (Available from JRL Enterprises, Inc., 3520 General DeGaulle Drive, Suite 1100, New Orleans, LA 70114)¹

Oescher, J., & Kirby, P. C. (2004, December). I CAN Learn® results in Dallas, Texas: 9th grade 2003–2004. (Available from JRL Enterprises, Inc., 3520 General DeGaulle Drive, Suite 1100, New Orleans, LA 70114)¹

Scafide, K. (2004, November). Effects of I CAN Learn® on math achievement in Gwinnett County Middle School. (Available from JRL Enterprises, Inc., 3520 General DeGaulle Drive, Suite 1100, New Orleans, LA 70114)¹

Integrated Mathematics, Science, and Technology (IMaST)
Loepp, F. L., Meier, S., & Satchwell, R. (2000). Integrated program increases test scores. In G. Graube & W. E. Theuerkauf (Eds.), Proceedings of the International Conference of Scholars on Technology Education. (pp. 4). Braunschweig, Germany: Technical University Braunschweig.²

Savage-Davis, E. M. (1995). An analysis of the effects of an integrated program on the achievement levels, achievement patterns, and application abilities of seventh grade students. Dissertation Abstracts International, 56 (10), 3829A. (UMI No. 9603521)⁶

Logo
Littlefield, J., Delclos, V. R., Bransford, J. D., Clayton, K. N., & Franks, J. J. (1989). Some prerequisites for teaching thinking: Methodological issues in the study of LOGO programming. Cognition and Instruction, 6 (4), 331–366.³

Simmons, M., & Cope, P. (1990). Fragile knowledge of angle in turtle geometry. Educational Studies in Mathematics, 21 (4), 375–382.³

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.pdf²

Mathematics in Context (MiC)
Adams, L. M., Tung, K. K., Warfield, V. M., Knaub, K., Yong, D., & Mudavanhu, B. (2002). Middle school mathematics comparisons for Singapore Mathematics, Connected Mathematics Program, and Mathematics in Context (including comparisons with the NCTM Principles and Standards 2000). Retrieved from University of Washington, Department of Applied Mathematics Web site: http://www.amath.washington.edu/~adams/full.pdf⁸

Brinker-Kent, L. (2000). Connecting integers to meaningful contexts. Mathematics Teaching in the Middle School, 6 (1), 62–66.⁹

Meyer, M. R. (1997). Mathematics in Context: Opening the gates to mathematics for all at the middle level. NASSP Bulletin, 81 (586), 53–59.⁹

Romberg, T. A. (1997). The development of an “achieved” curriculum for middle school mathematics or Mathematics in Context: A connected curriculum for grades 5–8. Madison: University of Wisconsin, Wisconsin Center for Education Research.⁹

Shafer, M. C. (2003, April). The impact of Mathematics in Context on student achievement: Preliminary findings. Paper presented at the meeting of the National Council of Teachers of Mathematics, San Antonio, TX.²

Webb, D. C., Burrill, J., Romberg, T. A., Ford, M., Kwako, J., & Reif, J. (2001). NCISLA middle school design collaborative second year student achievement technical report. Madison: University of Wisconsin, National Center for Improving Student Learning and Achievement in Mathematics and Science.⁶

Webb, D. C., Ford, M. J., Burrill, J., Romberg, T. A., Reif, J., & Kwako, J. (2001). NCISLA middle school design collaborative third year student achievement technical report. Madison: University of Wisconsin, National Center for Improving Student Learning and Achievement in Mathematics and Science.⁶

Webb, D. C., & Meyer, M. R. (2002a). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Ames Community School)⁶

Webb, D. C., & Meyer, M. R. (2002b). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Miami-Dade Public Schools)⁶

Webb, D. C., & Meyer, M. R. (2002c). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Michelangelo Middle School)⁶

Webb, D. C., & Meyer, M. R. (2002d). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Palisades School District)⁶

Webb, D. C., & Meyer, M. R. (2002e). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Placer Hills Unified School District)⁶

Webb, D. C., & Meyer, M. R. (2002f). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Prince William County School District)⁶

Webb, D. C., & Meyer, M. R. (2002g). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Providence School District)²

Webb, D. C., & Meyer, M. R. (2002h). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Red Clay School District)²

Webb, D. C., & Meyer, M. R. (2002i). Summary Report of Student Achievement Data for Mathematics in Context: A Connected Curriculum for Grades 5–8. Madison: University of Wisconsin, School of Education, Wilson Center for Educational Research. (Study: Verona Area School District)⁶

MathThematics
Bay, J. M., Beem, J. K., Reys, R. E., Papick, I., & Barnes, D. E. (1999). Student reactions to standards-based mathematics curricula: The interplay between curriculum, teachers, and students. School Science and Mathematics, 99 (4), 182–188.⁹

Billstein, R., & Williamson, J. (2002). Middle Grades MATHThematics: The STEM project. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 251–284). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.²

Lapan, R., Reys, B., Reys, R., & Holliday, G. (2001). Assessing the performance of middle grade students using standards-based mathematics instructional materials. (Available from the University of Missouri, 121 Townsend Hall, Columbia, MO 65211)¹

Lapan, R. T., Reys, B. J., Barnes, D. E., & Reys, R. E. (1998, April). Standards-based middle grade mathematics curricula: Impact on student achievement. Paper presented at the meeting of the American Educational Research Association, San Diego, CA.²

Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement. Journal for Research in Mathematics Education, 34 (1), 74–95.¹

Additional citation for this study:
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2004). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement: Corrections. Journal for Research in Mathematics Education, 35 (2), 152.

Moving with Math® Extensions
Math Teachers Press, Inc. (2003a, August). Analysis of results: Arlington Independent School District, Arlington, Texas. Summer school 2002, grades 1–3, 5–6. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)⁶

Additional citation for this study:
Math Teachers Press, Inc. (2002a). Analysis of results using the Moving with Math extensions program, Arlington County School District, special education, summer school 2002, grades 1–6. Unpublished report.

Math Teachers Press, Inc. (2003b, August). Analysis of results: Berkeley County School District, Berkeley, South Carolina. Summer school 2001, grades 1–8. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)⁶

Additional citation for this study:
Math Teachers Press, Inc. (2001b). Summer school 2001, Berkeley County School District, South Carolina, grades 1–8 analysis of math results using extensions. Unpublished report.

Math Teachers Press, Inc. (2003c, August). Analysis of results: Broward Independent School District, Broward County, Florida. Summer school 2002, grades 1–8. ( Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)⁶

Additional citation for this study:
Math Teachers Press, Inc. (1999a). Results of Broward summer school 1999, grades 5–8. Unpublished report.

Math Teachers Press, Inc. (2003d, August). Analysis of results: Dallas Independent School District, Dallas, Texas. Summer school 1996, grades 4–6. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)⁶

Additional citation for this study:
Math Teachers Press, Inc. (1996). Analysis of Dallas ISD summer school session 1996. Unpublished report.

Math Teachers Press, Inc. (2003e, August). Analysis of results: District 7–Bronx, New York, New York. Summer school 2002, grades 1–8. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)⁶

Additional citation for this study:
Math Teachers Press, Inc. (2000b). New York School District 7 summer school 2000, grades 1–8 summary of results. Unpublished report.

Math Teachers Press, Inc. (2003f, August). Analysis of results: Grand Prairie Independent School District, Grand Prairie, Texas. Summer school, grades 1–8. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)⁶

Additional citation for this study:
Math Teachers Press, Inc. (1998). Grand Prairie Independent School District, summer school 1998, grades 6–8 analysis of results. Unpublished report.

Math Teachers Press, Inc. (1999b). Results of Minnesota migrant summer school 1999, grades 2–6. Unpublished report.⁶

Math Teachers Press, Inc. (2003g, August). Analysis of results: New Orleans Public Schools, New Orleans, Louisiana. Journey to Success summer school, grades 1–8. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)⁶

Additional citation for this study:
Math Teachers Press, Inc. (2000a). Journey to Success summer school 2000, New Orleans Public Schools: Analysis of results. Unpublished report.

Math Teachers Press, Inc. (2002b). Summer school 2002, District of Columbia Public Schools, grades 1–6 analysis of math results using Moving with Math extensions. Unpublished report.⁶

Math Teachers Press, Inc. (2002c). Summer school 2002, Newport News Public Schools, Newport News, Virginia, grades 5–8, analysis of math results using Moving with Math® extensions. Unpublished report.⁶

Moving with Math® Math by Topic
Math Teachers Press, Inc. (2003h, August). Analysis of results: Washington, D. C. Saturday S. T. A. R. S., District of Columbia. 2001–2002, grades 1–8. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)³

Additional citations for this study:
Math Teachers Press, Inc. (2001a). Saturday S. T. A. R. S. 2000–2001 District of Columbia Schools, grades 1–8 analysis of math results using math by topic. Unpublished report.

Math Teachers Press, Inc. (2003i, August). George Washington University, Center for Equity and Excellence in Education study summary: Student performance data— District of Columbia Public Schools. (Available from the Math Teachers Press, Inc., 4850 Park Glen Road, Minneapolis, MN 55416)

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.

Opening Eyes to Mathematics
Shaughnessy, J. M. (1997). Updated summary of achievement data collected from sites implementing Math Learning Center curriculum. Portland, OR: Portland State University, Department of Mathematics Education.²

Partnership for Access to Higher Mathematics (PATH Mathematics)
Kennedy, P. A., Chavkin, N. F., & Raffled, P. (1995). Analysis of the effects of a mathematics/social work intervention in the middle school. Research in Middle Level Education, 18 (3), 59–72.¹³

PLATO
Poore, J. H., & Hamblen, J. W. (1983). Improvement of basic mathematical skills with PLATO: An experiment. Association for Educational Data Systems Journal, 24, 224–259.⁶

Saxon Middle School Math
Baldree, C. L. P. (2003). The effectiveness of two mathematical instructional programs on the mathematics growth of eighth grade students. Unpublished doctoral dissertation, University of Georgia, Athens, GA.²

Clay, D. W. (1998). A study to determine the effects of a non-traditional approach to algebra instruction on student achievement. Unpublished master’s thesis, Salem-Teikyo University, Salem, WV. (ERIC Document Reproduction Service No. ED428963)¹

FitzPatrick, S. B. (2001). An exploratory study of the implementation of an interactive learning system in two eighth grade mathematics classes. Dissertation Abstracts International, 62 (06), 2082A. (UMI No. 3016656)⁹

Imrisek, J. P. (1989). Incremental development: A more effective means of mathematics instruction? Master’s research paper to Bloomsburg University, Bloomsburg, PA.¹

Lafferty, J. F. (1996). The links among mathematics text, students’ achievement, and students’ mathematics anxiety: A comparison of the incremental development and traditional texts. Dissertation Abstracts International, 56 (08), 3014A. (UMI No. 9537085)¹

Rentschler, R. V. (1994). The effects of Saxon’s incremental review on computational skills and problem-solving achievement of sixth-grade students. Dissertation Abstracts International, 56 (02), 484A. (UMI No. 9518017)⁹

Saxon, J. (1982). Incremental development: A breakthrough in mathematics. Phi Delta Kappan, 63 (4), 482–84.¹

Singapore Mathematics
Adams, L. M., Tung, K. K., Warfield, V. M., Knaub, K., Yong, D., & Mudavanhu, B. (2002). Middle school mathematics comparisons for Singapore Mathematics, Connected Mathematics Program, and Mathematics in Context (including comparisons with the NCTM Principles and Standards 2000). Retrieved from University of Washington, Department of Applied Mathematics Web site: http://www.amath.washington.edu/~adams/full.pdf⁸

The Six Through Eighth Grade Mathematics (STEM) Project
Research Communications Limited (1995a). An evaluation of the STEM seventh grade modules: Final report. Missoula: University of Montana, STEM, Mathematics Department.²

Additional citations for this study:
Research Communications Limited (1995b). An evaluation of the STEM seventh grade modules: Summary. Missoula: University of Montana, STEM, Mathematics Department.

Research Communications Limited (1994). An assessment of the sixth grade STEM curriculum: Final report. Missoula: University of Montana, STEM, Mathematics Department.

Successmaker
Andrew Douglas Community Academy, Milwaukee, Wisconsin. (n. d.). (Available from Pearson Education Technologies, 6710 East Camelback Road, Scottsdale, Arizona 85251)⁶

Dedic, H., Rosenfield, S., Cooper, M., & Fuchs, M. (2001). “Do I really hafta?” WebCal, a look at the use of LiveMath software in web-based materials that provide interactive engagement in a collaborative learning environment for differential calculus. Educational Researcher and Evaluation, 7 (1), 285–312.¹⁴

Fitzgerald, D., Hughes, P., & Fitzgerald, R. N. (1996). An evaluation of computer assisted learning in Victorian Schools. Melbourne, Victoria: Victorian Directorate of School Education.¹⁴

Herr, P. (2000). Reaching every student: The Loudoun County story. Medford, NJ: Information Today Inc.⁹

Jefferson Junior High School, Toledo, Ohio. (n. d.). (Available from Pearson Education Technologies, 6710 East Camelback Road, Scottsdale, Arizona 85251)⁶

Pearson Education Technologies. (2002a). SuccessMaker evidence of effectiveness: Selected evaluation summaries. Scottsdale, AZ: Author. (Study: Hempfield School District, Landisville, Pennsylvania, 1998)⁶

Pearson Education Technologies. (2002b). SuccessMaker evidence of effectiveness: Selected evaluation summaries. Scottsdale, AZ: Author. (Study: Hueneme Elementary District, Port Hueneme, California)⁶

Robby, M. A. (2001). Evaluation report of the effectiveness of Computer Curriculum Corporation’s (CCC) SuccessMaker foundation courses. (Report prepared for the Alvord Unified School District, Riverside, CA)⁵

Simon, C. (2001). South-Western City Schools: Relationship study for 2000–2001. Sunnyvale, CA: NCS Learn.⁶

Simon, C., & Tingey, B. (2002, February). Reading, PA School District PSSA ontarget analysis for 2001 (Spring 2001). (Available from the Pearson Education Technologies, 6710 East Camelback Road, Scottsdale, Arizona 85251)⁶

Simon, C., & Tingey, B. (2002, December). Reading, PA School District ontarget analysis for 2001–2002 PSSA and SuccessMaker (Spring 2002). (Available from the Pearson Education Technologies, 6710 East Camelback Road, Scottsdale, Arizona 85251)⁶

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, AZ 85251)⁶

Stovall Middle School, Houston, TX. (n. d.). (Available from Pearson Education Technologies, 6710 East Camelback Road, Scottsdale, Arizona 85251)⁶

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.⁶

Additional citations for this study:
Suppes, P., Zanotti, M., & Smith, N. (1988a). 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. (1988b). 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.

Suppes, P., Zanotti, M., & Smith, N. (1992). Effectiveness of the CCC CAI Program—Fort Worth Parochial Schools: Evaluations for 1986–91. Palo Alto, CA: Computer Curriculum Corporation.

Tingey, B., Thrall, T., & Lai, G. (2000). Monroe County Public Schools evaluation report for 1999–2000. Sunnyvale, CA: NCS Learn.⁶

Additional citations for this study:
Schoof, L., Ward, G., Tingey, B., Thrall, T., & Lai, G. (2002). Monroe County Public Schools evaluation report for 1999–2000, volume 2: Targeted students. Sunnyvale, CA: NCS Learn.

Thrall, T., Tingey, B., & Lai, G. (2000). Setting courseware targets for FCAT achievement levels: Addendum to Monroe County Public Schools evaluation report for 1999–2000. Sunnyvale, CA: NCS Learn.

Tingey, B., Thrall, T., Schoof, L., & Lai, G. (2001). Pasco County Public Schools evaluation report for 1999–2000. Sunnyvale, CA: NCS Learn.⁶

Underwood, J., Cavendish, S., Dowling, S., Fogelman, K., & Lawson, T. (1994). Integrated learning systems in UK schools: Final report. Leicester: Leicester University, School of Education.¹⁴

Unitedstreaming™
Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L., Smith, R., Strom, R., et al. (2004). A report on the effect of the Unitedstreaming™ Application on educational performance: The Los Angeles Unified School District mathematics evaluation. Evanston, IL: Unitedstreaming.³

University of Chicago School Mathematics Project (UCSMP) Algebra
Mathison, S., Hedges, L. V., Stodolsky, S., Flores, P., & Sarther, C. (1989). Teaching and learning algebra: An evaluation of UCSMP ALGEBRA (Evaluation Rep. No. 88/89-ALG-1). Chicago: University of Chicago.¹³

Interventions with no studies

A+ny where Learning System
Heath Mathematics Connections (textbook series)
Holt Middle School Math (textbook)
Key Math Teach and Practice
Larson Developmental Math Series
Lightspan Achieve Now
Macmillan/McGraw-Hill
Math Advantage (textbook series)
Math Applications and Connections (textbook series published by Glencoe)
Mathematics Plus (textbook series published by Harcourt)
MathScape: Seeing and Thinking Mathematically
Middle Grades Math (textbook series, published by
ScottForesman/AddisonWesley)
Middle School Mathematics through Applications Program (MMAP)
Real Math basal mathematics program
Reasoning Mind
Scott Foresman Math Diagnostic & Intervention System

Top