The WWC review of middle school math curricula addresses student outcomes in the math achievement domain. The findings below present the author’s estimates and WWC-calculated estimates of the size and the statistical significance of the effects of UCSMP Algebra on students.8
Peters (1992) reported no statistically significant differences in Orleans-Hanna Algebra Prognosis test scores between the UCSMP Algebra group and the Saxon Middle School Math group. Further, the effect size was neither statistically significant nor large enough to be considered substantively important by WWC criteria (at least 0.25).
In sum, one study of UCSMP Algebra, first edition, showed an indeterminate effect.
The WWC rates the effects of an intervention in a given outcome domain as positive, potentially positive, mixed, no discernible effects, potentially negative, or negative. The rating of effectiveness takes into account four factors: the quality of the research design, the statistical significance of the findings (as calculated by the WWC), the size of the difference between participants in the intervention and the comparison conditions, and the consistency in findings across studies (see the WWC Intervention Rating Scheme).
8 The level of statistical significance was reported by the study authors or, when necessary, calculated by the WWC to correct for clustering within classrooms or schools and for multiple comparisons. For an explanation, see the WWC Tutorial on Mismatch. For the formulas the WWC used to calculate the statistical significance, see Technical Details of WWC-Conducted Computations. In the case of Peters (1992), no correction for clustering or multiple comparisons was needed.
|Institute of Education Sciences
Middle School Math