Thirteen studies reviewed by the WWC investigated the effects of UCSMP Algebra. One study (Peters, 1992) is a randomized controlled trial with randomization problems that meets WWC evidence standards with reservations. The remaining 12 studies do not meet either WWC evidence standards or eligibility screens.
Peters (1992) conducted a randomized controlled trial design with randomization problems.5 The study’s sample included 36 “math-talented” students from one junior high school in Nebraska.6 Most of the students were Caucasian. The district borders two large cities (Lincoln and Omaha) and has a mix of students living in rural and suburban locations. Students in the intervention group used the UCSMP Algebra first edition textbook, while students in the comparison group used the Saxon Middle School Math curriculum.
The WWC categorizes the extent of evidence in each domain as small or medium to large (see the What Works Clearinghouse Extent of Evidence Categorization Scheme). The extent of evidence takes into account the number of studies and the total sample size across the studies that meet WWC evidence standards with or without reservations.7
The WWC considers the extent of evidence for UCSMP Algebra to be small for math achievement.
5 Peters (1992) compared UCSMP Algebra with Saxon Middle School Math. The author indicates that a random selection of numbers was used to divide participants between the intervention and comparison groups. However, the assignment of students was altered to accommodate scheduling difficulties and student requests for other course offerings. Therefore, the study meets standards with reservations, according to WWC criteria.
6 The “math-talented” designation is based on teacher recommendations and prior academic achievement. No information is provided on the specific thresholds that were used in delineating the math-talented criteria; however, all students in the sample scored at or above the 87th percentile on the California Achievement Test total math battery.
7 The extent of evidence categorization was developed to tell readers how much evidence was used to determine the intervention rating, focusing on the number and size of studies. Additional factors associated with a related concept—external validity, such as the students’ demographics and the types of settings in which studies took place—are not taken into account for the categorization. Information about how the extent of evidence rating was determined for UCSMP Algebra is in Appendix A5.
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Middle School Math