Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. NCEE 2011-4001
Agodini, Roberto; Harris, Barbara; Thomas, Melissa; Murphy, Robert; Gallagher, Lawrence (2010). National Center for Education Evaluation and Regional Assistance. Retrieved from: https://eric.ed.gov/?id=ED512551
-
examining8,060Students, grades1-2
Math Expressions Intervention Report - Primary Mathematics
Review Details
Reviewed: April 2026
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Math Expressions.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Investigations in Number, Data, and Space® |
0 Weeks |
First Grade, one-year impact;
|
44.74 |
44.51 |
No |
-- | ||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Scott Foresman-Addison Wesley Elementary Mathematics |
0 Weeks |
First Grade, one-year impact;
|
44.74 |
44.43 |
No |
-- | ||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Scott Foresman-Addison Wesley Elementary Mathematics |
0 Weeks |
Second Grade, one-year impact;
|
71.38 |
70.31 |
No |
-- | ||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Saxon Math |
0 Weeks |
First Grade, one-year impact;
|
44.74 |
45.23 |
No |
-- | ||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Investigations in Number, Data, and Space® |
0 Weeks |
Second Grade, one-year impact;
|
71.38 |
69.85 |
No |
-- | ||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Saxon Math |
0 Weeks |
Second Grade, one-year impact;
|
71.38 |
72.53 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Investigations in Number, Data, and Space® |
2 Years |
Second grade, two-year impact;
|
67.99 |
67.31 |
Yes |
|
||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Saxon Math |
2 Years |
Second grade, two-year impact;
|
67.99 |
69.89 |
No |
-- | ||
|
Early Childhood Longitudinal Study-Kindergarten Class of 1998–99 (ECLS-K) Math Assessment |
Math Expressions vs. Scott Foresman-Addison Wesley Elementary Mathematics |
2 Years |
Second grade, two-year impact;
|
67.99 |
68.87 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 48%
Male: 52% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Connecticut, Florida, Kentucky, Minnesota, Missouri, Mississippi, Nevada, New York, South Carolina, Texas
-
Race Asian 2% Black 33% Native American 1% Other or unknown 27% White 37% -
Ethnicity Hispanic 27% Not Hispanic or Latino 73%
Study Details
Setting
One hundred ten elementary schools in 12 districts participated in the study. The districts were located across the following 10 states: Connecticut, Florida, Kentucky, Minnesota, Mississippi, Missouri, New York, Nevada, South Carolina, and Texas. These districts are located in urban, suburban, and rural areas, and each district had at least four Title I schools (a study eligibility requirement). In total, 76% of participating schools were eligible for Title I support.
Study sample
The study sample included first- and second-grade students. Thirty-seven percent of students in participating schools were non-Hispanic White, 33% were non-Hispanic Black, 27% were Hispanic, 2% were Asian, and 1% were American Indian or Alaska Native. Just over half of the sample (52%) was male, and about half of the students were eligible for free or reduced-price lunch (51%).
Intervention Group
Math Expressions is a curriculum for students in prekindergarten through sixth grade that aims to build students’ conceptual understanding of mathematics and to develop fluency in mathematical problem solving and computation. The curriculum encourages student learning of mathematics through real-world situations, visual supports such as drawings and manipulatives, multiple approaches to solving problems, and opportunities for students to explain their mathematical thinking. Students in the intervention group used Math Expressions (published by Houghton Mifflin Harcourt) as their core math curriculum. Cohort 1 used the 2005 copyright edition, and Cohort 2 used the 2008 copyright edition. Each day began with a set of routines led by students involving the calendar, money, a number chart, counting, and time. In general, the math lesson occurred later in the day and typically began with a quick fluency activity. Afterward, the teacher provided whole-class instruction and encouraged students to discuss and demonstrate the mathematical ideas taught. Visual learning supports were used to help students link their knowledge to formal mathematical concepts. Finally, students practiced the new mathematics skill or concept in pairs, small groups, or individually by completing worksheets. Math homework was assigned daily to students. Teachers in the intervention group reported using Math Expressions as their core math curriculum and provided, on average, 5.0 to 5.5 hours of math instruction per week. Most teachers (84% in first grade and 80% in second grade) reported completing at least 80% of Math Expressions lessons.
Comparison Group
The comparison group included students using three curricula: Investigations, Saxon, and SFAW. 1. Investigations (published by Pearson) is a mathematics curriculum for students in kindergarten through fifth grade organized into units that last 2 to 5 weeks. Within each unit, the curriculum is built around two or more investigations, each providing different contexts for students to explore mathematical problems through hands-on activities, written activities, and class discussions. Classroom activities vary depending on the length and type of investigation. Teachers begin by introducing the investigation to the class through large-group, hands-on activities, and over the following days students work in smaller groups to explore the concept through in-depth problems or by playing mathematical games. At the end of the investigation, the teacher and students discuss the work completed during the investigation. Schools used the first and second editions of the textbook. Teachers provided, on average, 2.7 to 3.1 hours of math instruction per week in each grade. Additionally, most teachers (72% in first grade and 80% in second grade) reported completing at least 80% of the lessons from Investigations. 2. Saxon (published by Houghton Mifflin Harcourt) is a curriculum for students in kindergarten through fourth grade that includes scripted lesson plans for teachers. It includes explicit instruction, practice, mathematical conversations, and hands-on activities. The curriculum includes five daily activities: morning routines, fact practice, an explicit lesson, guided class practice, and homework. Morning routines are extensive and designed to reinforce the previously learned skills and lay the foundation for building new skills. In the lesson, teachers conduct a whole-class activity to introduce a new concept, using manipulatives, worksheets, or overhead transparency masters. At the end of each lesson, the teacher asks a few students to summarize for the whole class what they learned that day. Teachers provided, on average, 6.1 to 6.9 hours of math instruction per week in each grade. In addition, most teachers (87% in first and second grades) reported completing at least 80% of the lessons from Saxon. 3. SFAW (published by Pearson) is a curriculum for students in prekindergarten through sixth grade that uses a consistent daily structure. Each lesson includes six activities: a spiral review (a brief review of previously learned material), investigating the concept (hands-on exploration of a new concept), a warm-up (a brief activity to activate prior knowledge and connect it to the new lesson), teach (direct instruction of the new concept), independent practice (students practice using worksheets or manipulatives), and assessment (a concluding activity to check for understanding of the new concept). Teachers provided, on average, 5.3 to 5.5 hours of math instruction per week in each grade. Additionally, most teachers (92% in first grade and 88% in second grade) reported completing at least 80% of the lessons from SFAW.
Support for implementation
After completing random assignment, the study team connected school staff to publishers of their assigned curriculum. Research funds were used to support teacher training. The study team did not specify implementation criteria that schools needed to be meet or maintain to be included in the study after participation began. Teachers assigned to Math Expressions received 2 days of initial training in the summer before the school year began. Two follow-up trainings took place during the school year, once in the fall and again in the spring. Follow-up sessions typically consisted of classroom observations followed by short feedback sessions with teachers. Teachers assigned to Investigations received 1 day of initial training in the summer before the school year began. Trainers offered group training sessions before the start of each unit (about every 4 to 6 weeks). The follow-up sessions were typically 3 to 4 hours long and held after school. Teachers assigned to Saxon received 1 day of initial training in the summer before the school year began. One follow-up training session was tailored to meet each district’s needs and took place during the school year. Teachers assigned to SFAW received 1 day of initial training in the summer before the school year began. Follow-up training was offered about every 4 to 6 weeks throughout the school year. The follow-up trainings were typically 3 to 4 hours long and took place after school.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
-
Agodini, R. & Harris, B. (2010). An experimental evaluation of four elementary school math curricula. Journal of Research on Educational Effectiveness, 3(3), 199–253.
-
Agodini, R. & Harris, B. (2016). How teacher and classroom characteristics moderate the effects of four elementary math curricula. Elementary School Journal, 117(2) 216-236.
-
Agodini, Roberto; Harris, Barbara; Atkins-Burnett, Sally; Heaviside, Sheila; Novak, Timothy; Murphy, Robert. (2009). Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools. NCEE 2009-4052. National Center for Education Evaluation and Regional Assistance.
-
Agodini, Roberto; Harris, Barbara; Seftor, Neil; Remillard, Janine; Thomas, Melissa. (2013). After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Evaluation Brief. NCEE 2013-4019. National Center for Education Evaluation and Regional Assistance.
-
Agodini, R., Harris, B., Seftor, N., Remillard, J., & Thomas, M. (2013). Technical appendix: After two years, three elementary math curricula outperform a fourth (NCEE 2013-4019). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
-
Clements, D. H., Agodini, R., & Harris, B. (2013). Technical appendix: Data and methodological approach (NCEE 2013-4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
-
Remillard, J. T., Harris, B., & Agodini, R. (2014). The influence of curriculum material design on opportunities for student learning. ZDM: The International Journal on Mathematics Education, 46(5), 735-749. https://www.researchgate.net/publication/271660767_The_influence_of_curriculum_material_design_on_opportunities_for_student_learning.
-
Clements, D. H., Agodini, R., & Harris, B. (2013). Instructional practices and student math achievement: correlations from a study of math curricula (NCEE 2013-4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Saxon Math Intervention Report - Primary Mathematics
Review Details
Reviewed: April 2017
- Additional source not reviewed because it does not use an eligible design. (View primary source).
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Saxon Math.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.enVisionMATH Intervention Report - Primary Mathematics
Review Details
Reviewed: June 2016
- Randomized Controlled Trial
- Additional source not reviewed (View primary source).
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for enVisionMATH.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Saxon Algebra I Intervention Report - Secondary Mathematics
Review Details
Reviewed: May 2016
- Randomized Controlled Trial
- Additional source not reviewed (View primary source).
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Saxon Algebra I.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Saxon Math Intervention Report - Elementary School Mathematics
Review Details
Reviewed: May 2013
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Saxon Math.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Scott Foresman-Addison Wesley |
Posttest |
Grade 2;
|
73.06 |
70.31 |
Yes |
|
||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Investigations in Number, Data, and Space |
Posttest |
Grade 2;
|
71.25 |
69.85 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Investigations in Number, Data, and Space |
Posttest |
Grade 1;
|
45.05 |
44.51 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1;
|
44.94 |
44.43 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Math Expressions |
Posttest |
Grade 2;
|
72.24 |
71.38 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Math Expressions |
Posttest |
Grade 1;
|
44.36 |
44.74 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K): 2nd grade adaptation |
Saxon Math vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
Yes |
|
||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K): 2nd grade adaptation |
Saxon Math vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Math Expressions |
Posttest |
Grade 1: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K): 2nd grade adaptation |
Saxon Math vs. Math Expressions |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Math Expressions |
Posttest |
Grade 1: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Investigations in Number, Data, and Space |
Posttest |
Grade 1: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Investigations in Number, Data, and Space |
Posttest |
Grade 1: Schools with up to 40% eligibility FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K): 2nd grade adaptation |
Saxon Math vs. Math Expressions |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K): 2nd grade adaptation |
Saxon Math vs. Investigations in Number, Data, and Space |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K): 2nd grade adaptation |
Saxon Math vs. Investigations in Number, Data, and Space |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
Yes |
|
||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 48%
Male: 52% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Connecticut, Florida, Kentucky, Minnesota, Missouri, Mississippi, Nevada, New York, South Carolina, Texas
-
Race Asian 2% Black 32% Native American 1% White 39% -
Ethnicity Hispanic 26% Not Hispanic or Latino 74%
Study Details
Setting
The study took place in elementary schools in 12 districts across 10 states, including Connecticut, Florida, Kentucky, Minnesota, Mississippi, Missouri, Nevada, New York, South Carolina, and Texas. Of the 12 districts, three were in urban areas, five were in suburban areas, and four were in rural areas.
Study sample
Following district and school recruitment and collection of consent from all teachers in the participating grades, 111 participating schools were randomly assigned to one of four curricula: (a) Investigations in Number, Data, and Space®, (b) Math Expressions, (c) Saxon Math, and (d) Scott Foresman–Addison Wesley Mathematics. Blocked random assignment of the schools was conducted separately within each district. In each district, participating schools were grouped together into blocks of four to seven schools based on characteristics such as Title I eligibility, free or reduced-price lunch eligibility status, grade enrollment size, math proficiency, and proportion of White and Hispanic students. Two districts had an additional blocking variable (magnet school status in one district and year-round school schedule in another district). One district required that all schools that fed into the same middle school receive the same condition. Schools in each block were randomly assigned among the four curricula. On average, 11 students were randomly sampled from each participating classroom for assessment. One school with three teachers and 32 students assigned to Math Expressions withdrew from the study and did not permit follow-up data collection. The analysis sample included a total of 110 schools, 461 first-grade classrooms, 4,716 first graders, 328 second-grade classrooms, and 3,344 second graders. In the first grade sample, on average, 27 schools, 116 classrooms, and 1,180 students were assigned to each condition. In the second grade sample, on average, 18 schools, 82 classrooms, and 835 students were assigned to each condition. Seventy-six percent of the schools in the study were eligible for Title I funding. Approximately half of the students in the sample were eligible for free or reduced-price lunch. Among students in the sample, 39% were White, 32% were non-Hispanic Black, 26% were Hispanic, 2% were Asian, and 1% were American Indian or Alaskan Native.
Intervention Group
Students used Saxon Math as their core math curriculum. Study authors reported that about six out of seven teachers self-reported completing at least 80% of the curriculum.
Comparison Group
The study included three comparison groups: (a) Investigations in Number, Data, and Space®, (b) Math Expressions, and (c) Scott Foresman–Addison Wesley Elementary Mathematics. Each curriculum was implemented by comparison teachers for one school year. Investigations in Number, Data, and Space® is published by Pearson Scott Foresman. It uses a student-centered approach that encourages reasoning and understanding and draws on constructivist learning theory. The lessons build on students’ existing knowledge and focus on understanding math concepts rather than simply learning computational methods. The curriculum is organized in nine thematic units, each lasting 5–5.5 weeks. Study authors reported that about four out of five teachers self-reported completing at least 80% of the curriculum. Math Expressions is published by Houghton Mifflin Harcourt and uses a blend of student-centered and teacher-directed instructional approaches. Students using the curriculum question and discuss mathematics and are explicitly taught problem solving strategies. There is an emphasis on using multiple specified objects, drawings, and language to represent concepts, and on learning through the use of real-world situations. Students are expected to explain and justify their solutions. Study authors reported that about nine out of 10 teachers self-reported completing at least 80% of the curriculum. Scott Foresman–Addison Wesley Mathematics is published by Pearson Scott Foresman and is a curriculum that combines teacher-directed instruction with a variety of differentiated materials and instructional strategies. Teachers select the materials that seem most appropriate for their students. The curriculum is based on a consistent daily lesson structure, which includes direct instruction, hands-on exploration, the use of questioning, and practice of new skills. Study authors reported that about nine out of 10 teachers self-reported completing at least 80% of the curriculum.
Outcome descriptions
Mathematics achievement was measured using the mathematics assessment developed for the ECLS-K class of 1998–99. The assessment is individually administered, nationally normed, and adaptive. The assessment meets accepted standards of validity and reliability. Scale scores from an item response theory (IRT) model were used in the analysis. The test was administered in the fall of the implementation year (within 4 weeks of the first day of classes) to assess students’ baseline math achievement. The test was also administered in the spring— that is, from 1–6 weeks before the end of the school year of program implementation. For a more detailed description of the outcome measure, see Appendix B.
Support for implementation
Teachers in all four groups were provided training by the curriculum publisher. Teachers assigned to Saxon Math were provided 1 day of initial training in the summer before the school year began. One follow-up training session, tailored to meet each district’s needs, was offered during the school year. Teachers assigned to Investigations in Number, Data, and Space® (comparison group 1) were provided 1 day of initial training in the summer before the school year began. Follow-up sessions were typically 3–4 hours long and held after school. Teachers assigned to Math Expressions (comparison group 2) were provided 2 days of initial training in the summer before the school year began. Two follow-up trainings were offered during the school year. Follow-up sessions typically consisted of classroom observations followed by short feedback sessions with teachers. Teachers assigned to Scott Foresman–Addison Wesley Elementary Mathematics (comparison group 3) received 1 day of initial training in the summer before the school year began. Followup training was offered about every 4–6 weeks throughout the school year. Follow-up sessions were typically 3–4 hours long and held after school.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
-
Agodini, Roberto; Harris, Barbara; Atkins-Burnett, Sally; Heaviside, Sheila; Novak, Timothy; Murphy, Robert. (2009). Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools. NCEE 2009-4052. National Center for Education Evaluation and Regional Assistance.
-
Agodini, R. & Harris, B. (2010). An experimental evaluation of four elementary school math curricula. Journal of Research on Educational Effectiveness, 3(3), 199–253.
-
Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., Murphy, R., & Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance. (2009). Achievement effects of four early elementary school math curricula: Findings from first graders in 39 schools (NCEE 2009-4053). Executive Summary. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Scott Foresman-Addison Wesley Elementary Mathematics Intervention Report - Elementary School Mathematics
Review Details
Reviewed: May 2013
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Scott Foresman-Addison Wesley Elementary Mathematics.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Scott Foresman-Addison Wesley Elementary Mathematics vs. Investigations in Number, Data, and Space |
Spring Semester |
Grade 1;
|
44.54 |
44.51 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Scott Foresman-Addison Wesley Elementary Mathematics vs. Saxon math |
Spring Semester |
Grade 1;
|
44.72 |
45.23 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Scott Foresman-Addison Wesley Elementary Mathematics vs. Math Expressions |
Spring Semester |
Grade 1;
|
43.85 |
44.74 |
Yes |
|
|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Scott Foresman-Addison Wesley Elementary Mathematics vs. Investigations in Number, Data, and Space |
Spring Semester |
Grade 2;
|
68.50 |
69.85 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Scott Foresman-Addison Wesley Elementary Mathematics vs. Math Expressions |
Spring Semester |
Grade 2;
|
69.49 |
71.38 |
Yes |
|
|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Scott Foresman-Addison Wesley Elementary Mathematics vs. Saxon Math |
Spring Semester |
Grade 2;
|
69.78 |
72.53 |
Yes |
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 48%
Male: 52% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Connecticut, Florida, Kentucky, Minnesota, Missouri, Mississippi, Nevada, New York, South Carolina, Texas
-
Race Asian 2% Black 32% Native American 1% White 39% -
Ethnicity Hispanic 26% Not Hispanic or Latino 74%
Study Details
Setting
The study took place in elementary schools in 12 districts across 10 states, including Connecticut, Florida, Kentucky, Minnesota, Mississippi, Missouri, Nevada, New York, South Carolina, and Texas. Of the 12 districts, three were in urban areas, five were in suburban areas, and four were in rural areas.
Study sample
Following district and school recruitment and collection of consent from all teachers in the participating grades, 111 participating schools were randomly assigned to one of four curricula: (a) Investigations in Number, Data, and Space®, (b) Math Expressions, (c) Saxon Math, and (d) Scott Foresman–Addison Wesley Mathematics. Blocked random assignment of the schools was conducted separately within each district. In each district, participating schools were grouped together into blocks of four to seven schools based on characteristics such as Title I eligibility, free or reduced-price lunch eligibility status, grade enrollment size, math proficiency, and proportion of White and Hispanic students. Two districts had an additional blocking variable (magnet school status in one district and year-round school schedule in another district). One district required that all schools that fed into the same middle school receive the same condition. Schools in each block were randomly assigned among the four curricula. On average, 11 students were randomly sampled from each participating classroom for assessment. One school with three teachers and 32 students assigned to Math Expressions withdrew from the study and did not permit follow-up data collection. The analysis sample included a total of 110 schools, 461 first-grade classrooms, 4,716 first graders, 328 second-grade classrooms, and 3,344 second graders. In the first grade sample, on average, 27 schools, 116 classrooms, and 1,180 students were assigned to each condition. In the second grade sample, on average, 18 schools, 82 classrooms, and 835 students were assigned to each condition. Seventy-six percent of the schools in the study were eligible for Title I funding. Approximately half of the students in the sample were eligible for free or reduced-price lunch. Among students in the sample, 39% were White, 32% were non-Hispanic Black, 26% were Hispanic, 2% were Asian, and 1% were American Indian or Alaskan Native.
Intervention Group
Students in the intervention group used Scott Foresman–Addison Wesley Mathematics as their core math curriculum. Study authors reported about nine out of 10 teachers self-reported completing at least 80% of the curriculum.
Comparison Group
The study included three comparison groups: (a) Investigations in Number, Data, and Space®, (b) Math Expressions, and (c) Saxon Math. Each curriculum was implemented by comparison teachers for 1 school year. Investigations in Number, Data, and Space® is published by Pearson Scott Foresman. It uses a student-centered approach that encourages reasoning and understanding and draws on constructivist learning theory. The lessons build on students’ existing knowledge and focus on understanding math concepts rather than simply learning computational methods. The curriculum is organized in nine thematic units, each lasting 2–5.5 weeks. Study authors reported that about four out of five teachers self-reported completing at least 80% of the curriculum. Math Expressions is published by Houghton Mifflin Harcourt and uses a blend of student-centered and teacher-directed instructional approaches. Students using the curriculum question and discuss mathematics and are explicitly taught problem solving strategies. There is an emphasis on using multiple specified objects, drawings, and language to represent concepts, and on learning through the use of real-world situations. Students are expected to explain and justify their solutions. Study authors reported that about nine out of 10 teachers self-reported completing at least 80% of the curriculum. Saxon Math is published by Houghton Mifflin Harcourt and uses a teacher-directed approach that offers a script for teachers to follow in each lesson. It blends teacher-directed instruction of new material with daily practice of previously learned concepts and procedures. The teacher introduces concepts or efficient strategies for solving problems. Students receive instruction from the teacher, participate in guided practice, and then undertake individual practice. Frequent monitoring of student achievement is built into the program. Daily routines are extensive and emphasize practice of number concepts and use of methods (such as the use of number lines, counting on fingers, and diagrams) to represent mathematical concepts. Study authors reported that about six out of seven teachers self-reported completing at least 80% of the curriculum.
Outcome descriptions
Mathematics achievement was measured using the mathematics assessment developed for the ECLS-K class of 1998–99. The assessment is individually administered, nationally normed, and adaptive. The assessment meets accepted standards of validity and reliability. Scale scores from an item response theory (IRT) model were used in the analysis. The test was administered in the fall of the implementation year (within 4 weeks of the first day of classes) to assess students’ baseline math achievement. The test was also administered in the spring—that is, from 1–6 weeks before the end of the school year of program implementation. For a more detailed description of the outcome measure, see Appendix B.
Support for implementation
Teachers in all four groups were provided training by the curriculum publisher. Teachers assigned to Scott Foresman–Addison Wesley Elementary Mathematics received 1 day of initial training in the summer before the school year began. Follow-up training was offered about every 4–6 weeks throughout the school year. Follow-up sessions were typically 3–4 hours long and held after school. Teachers assigned to Investigations in Number, Data, and Space® (comparison group 1) were provided 1 day of initial training in the summer before the school year began. Follow-up sessions were typically 3–4 hours long and held after school. Teachers assigned to Math Expressions (comparison group 2) were provided 2 days of initial training in the summer before the school year began. Two follow-up trainings were offered during the school year. Follow-up sessions typically consisted of classroom observations followed by short feedback sessions with teachers. Teachers assigned to Saxon Math (comparison group 3) were provided 1 day of initial training in the summer before the school year began. One follow-up training session, tailored to meet each district’s needs, was offered during the school year.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
-
Agodini, R. & Harris, B. (2010). An experimental evaluation of four elementary school math curricula. Journal of Research on Educational Effectiveness, 3(3), 199–253.
-
Agodini, Roberto; Harris, Barbara; Atkins-Burnett, Sally; Heaviside, Sheila; Novak, Timothy; Murphy, Robert. (2009). Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools. NCEE 2009-4052. National Center for Education Evaluation and Regional Assistance.
-
Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., Murphy, R., & Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. (2009). Achievement effects of four early elementary school math curricula: Findings from first graders in 39 schools. Executive summary (NCEE 2009-4053). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Investigations in Number, Data, and Space® Intervention Report - Elementary School Mathematics
Review Details
Reviewed: May 2013
- Randomized controlled trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Investigations in Number, Data, and Space®.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2;
|
71.66 |
70.31 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1;
|
44.40 |
44.43 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 2;
|
70.84 |
71.38 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon math |
Posttest |
Grade 1;
|
44.69 |
45.23 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 1;
|
43.82 |
44.74 |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon Math |
Posttest |
Grade 2;
|
71.13 |
72.53 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 2: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 1: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon Math |
Posttest |
Grade 1: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon Math |
Posttest |
Grade 1: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 1: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon Math |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon Math |
Posttest |
Grade 2: Schools with up to 40% eligibility for FRPL;
|
N/A |
N/A |
Yes |
|
||
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 2: Schools with greater than 40% eligibility for FRPL;
|
N/A |
N/A |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 48%
Male: 52% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Connecticut, Florida, Kentucky, Minnesota, Missouri, Mississippi, Nevada, New York, South Carolina, Texas
-
Race Asian 2% Black 33% Native American 1% White 37% -
Ethnicity Hispanic 27% Not Hispanic or Latino 73%
Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. NCEE 2011-4001
Review Details
Reviewed: April 2011
- Quick Review (107 KB) (findings for Saxon Math)
- Randomized controlled trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2;
|
16.59 |
14.32 |
Yes |
|
|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Saxon Math vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1;
|
13.56 |
13.25 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 48%
Male: 52% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Connecticut, Florida, Kentucky, Michigan, Minnesota, Mississippi, Nevada, New York, South Carolina, Texas
-
Race Asian 2% Black 32% Native American 1% White 39% -
Ethnicity Hispanic 26% Not Hispanic or Latino 74%
Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. NCEE 2011-4001
Review Details
Reviewed: April 2011
- Quick Review (107 KB) (findings for Investigations in Number, Data, and Space®)
- Randomized controlled trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2;
|
14.81 |
14.32 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1;
|
13.36 |
13.25 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 2;
|
14.81 |
15.14 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon |
Posttest |
Grade 1;
|
13.36 |
13.56 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Math Expressions |
Posttest |
Grade 1;
|
13.36 |
14.16 |
Yes |
|
|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Investigations in Number, Data, and Space® vs. Saxon |
Posttest |
Grade 2;
|
14.81 |
16.59 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 48%
Male: 52% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Connecticut, Florida, Kentucky, Michigan, Minnesota, Mississippi, Nevada, New York, South Carolina, Texas
-
Race Asian 2% Black 32% Native American 1% White 39% -
Ethnicity Hispanic 26% Not Hispanic or Latino 74%
Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. NCEE 2011-4001
Review Details
Reviewed: April 2011
- Quick Review (107 KB) (findings for Math Expressions)
- Randomized controlled trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Math Expressions vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 2;
|
15.14 |
14.32 |
Yes |
|
|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Math Expressions vs. Scott Foresman-Addison Wesley Mathematics |
Posttest |
Grade 1;
|
14.16 |
13.25 |
Yes |
|
|
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Math Expressions vs. Saxon |
Posttest |
Grade 1;
|
14.16 |
13.56 |
No |
-- | |
|
Early Childhood Longitudinal Study- Kindergarten (ECLS-K) Math Assessment |
Math Expressions vs. Saxon |
Posttest |
Grade 2;
|
15.14 |
16.59 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
Female: 48%
Male: 52% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Connecticut, Florida, Kentucky, Michigan, Minnesota, Mississippi, Nevada, New York, South Carolina, Texas
-
Race Asian 2% Black 32% Native American 1% White 39% -
Ethnicity Hispanic 26% Not Hispanic or Latino 74%
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).