Research

Three studies reviewed by the WWC investigated the effects of Transition Mathematics. One study (Baker, 1997) was a randomized controlled trial that met WWC evidence standards in the original review and met WWC evidence standards in this updated review. Two studies (Hedges, Stodolsky, Mathison, & Flores, 1986; Thompson, Senk, Witonsky, Usiskin, & Kaeley, 2005) used a quasi-experiment design that met WWC evidence standards with reservations.

Met evidence standards

Baker (1997) included 90 eighth-grade students in four classrooms who were randomly assigned to either a Transition Mathematics (n = 45) or Expert Mathematician (n = 45) group.

Met evidence standards with reservations

Hedges et al. (1986) included 40 matched pairs of pre-algebra classrooms from urban, suburban, and rural schools located in several states in the United States and represented a wide range of socioeconomic groups. Students in the comparison classrooms used mathematics curricula other than Transition Mathematics.

Thompson et al. (2005) included 91 students in four matched pairs of classrooms in two inner-city schools and one rural school in the West, upper Midwest, and Southeast. The sample was made up of a diverse student population, including low socioeconomic and minority populations. Students in the comparison group used non-UCSMP materials—also referred to as "traditional mathematics materials"—which were used by the schools before the study.