WWC review of this study

Transition mathematics field study.

Hedges, L. V., Stodolsky, S. S., Mathison, S., & Flores, P. V. (1986). Chicago, IL: University of Chicago School Mathematics Project.

  • Quasi-Experimental Design
     examining 
    809
     Students
    , grades
    7-9

Reviewed: December 2015



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: December 2015



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: December 2015



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: December 2015



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: December 2015



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: December 2015



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: March 2007

At least one statistically significant positive finding
Meets WWC standards with reservations
General Mathematics Achievement outcomes—Statistically significant positive effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Geometry Readiness

Transition Mathematics vs. Expert Mathematician

Posttest

Grades 7–9;
587 students

9.87

8.67

Yes

 
 
11

Orleans-Hanna Algebra Prognosis Test

Transition Mathematics vs. Expert Mathematician

Posttest

Grades 7–9;
809 students

38.91

36.66

Yes

 
 
7

High School Subjects Test: General Mathematics

Transition Mathematics vs. Expert Mathematician

Posttest

Grades 7–9;
806 students

26.17

25.12

No

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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


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    Colorado, Florida, Illinois, Maryland, Michigan, Mississippi, New Mexico, Ohio, Virginia, Washington

Setting

The “all pairs” sample was recruited from 35 schools in rural, suburban, and urban areas in 10 states: Colorado, Florida, Illinois (Chicago and Chicago suburbs), Maryland, Michigan, Mississippi, New Mexico, Ohio, Virginia, and Washington. No information was provided on the number of schools and geographical areas from which the conservative sample was recruited.

Study sample

The study included seventh-grade students in the 50th-90th percentile of math ability, eighth-grade students in the 30th-70th percentile, and ninth-grade students in the 15th-50th percentile based on standardized test scores. The participants were enrolled in a pre-algebra class. The original sample (referred to in the study as “all pairs”) included 1,048 students in 41 intervention classrooms and 976 students in 38 comparison classrooms. Based on examination of the statistical significance of pretest differences and class size and composition, the study defined a subset of 20 well-matched pairs of classrooms (7 pairs of seventh grade, 10 pairs of eighth grade, and 3 pairs of ninth grade). This sample was referred to in the study as “the conservative sample.” The sample was diverse in terms of demographic characteristics—for example, socioeconomic status and ethnic minority.

Intervention Group

This study used the first edition of the Transition Mathematics textbook, which addresses pre-algebra, pre-geometry, and applied arithmetic. Compared with traditional curricula, Transition Mathematics emphasizes reading math and using calculators. Lessons ranged 40–60 minutes across grade levels. Teachers were expected to do a lesson a day, but the study reported variations in the number of lessons taught each week. The study reported that lower student math ability made it difficult to implement the intervention as intended.

Comparison Group

The comparison group was taught using curricula that were not Transition Mathematics but provided similar opportunities to learn mathematics content.

Outcome descriptions

Primary outcomes used in this study were the High School Subjects Test: General Mathematics, the Geometry Readiness test, and the Orleans-Hanna Algebra Prognosis test. An additional nonstandardized measure, the Alternative Test, was not reviewed because complete statistical information was not available, so effect sizes could not be computed for this measure. (See Appendix A2 for more detailed descriptions of outcome measures.)

Support for implementation

No information about teacher training was provided.

 

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