WWC review of this study

2005 Scott Foresman–Addison Wesley Elementary Math randomized control trial: Final report.

Resendez, M., & Azin, M. (2006). Jackson, WY: PRES Associates, Inc.

  • Randomized Controlled Trial
     examining 
    862
     Students
    , grades
    3-5

Reviewed: May 2013

At least one statistically significant positive finding
Meets WWC standards without reservations
General Mathematics Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

TerraNova Comprehensive Tests of Basic Skills (CTBS): Basic Mulitple Assessment Plus (Math Computation)

Scott Foresman-Addison Wesley Elementary Mathematics vs. Unknown

Posttest

Grades 3 and 5;
838 students

633.28

624.83

Yes

 
 
6
More Outcomes

TerraNova Comprehensive Tests of Basic Skills (CTBS): Basic Mulitple Assessment (Math Total)

Scott Foresman-Addison Wesley Elementary Mathematics vs. Unknown

Posttest

Grades 3 and 5;
862 students

654.71

656.00

No

--

Characteristics of study sample as reported by study author.


  • 18% Free or reduced price lunch

  • Female: 49%
    Male: 51%
  • Race
    Asian
    27%
    Black
    9%
    White
    58%
  • Ethnicity
    Hispanic
    6%
    Not Hispanic
    94%

  • Suburban, Urban
    • B
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    New Jersey, Ohio

Setting

Four schools located in urban and suburban settings participated in the study. Two schools were located in Ohio and two schools were located in New Jersey.

Study sample

Third- and fifth-grade teachers were randomly assigned within schools to either the intervention or comparison condition. The baseline sample included 39 teachers (20 intervention and 19 comparison) and 915 students (468 intervention and 447 comparison). Twenty-three teachers taught third grade (13 intervention and 10 comparison), and 16 taught fifth grade (seven intervention and nine comparison). No teachers left the study, and student attrition was low. Between 837 and 863 students were tested at the end of the school year on the TerraNova Comprehensive Tests of Basics Skills (CTBS) Basic Multiple Assessment (Math Total) and TerraNova CTBS Basic Multiple Assessment Plus (Math Computation). On average, participating schools had a lower percentage of Hispanic and African-American students, special education students, and students eligible for free or reduced-price meals than the national average. These schools had higher average percentages of Asian students and students with higher ability levels than the national average.

Intervention Group

Students used the 2005 Scott Foresman–Addison Wesley Elementary Mathematics curriculum during the 2005–06 school year. The program was implemented according to the curricula guidelines. Implementation was monitored throughout the school year using online teacher logs and classroom observation. The study authors reported that teachers covered 79% of the curriculum on average.

Comparison Group

Comparison students used three different math curricula. Students in two schools used a chapter-based, comprehensive basal program. Students in a third school used a different basal math program that placed greater emphasis on repetitive, sequential review and regular assessments. Students in a fourth school used a school-created math program that was based on a number of different math materials from various resources. The comparison curricula generally covered the same content as Scott Foresman–Addison Wesley Elementary Mathematics. The study authors reported that teachers covered 80% of the curricula on average.

Outcome descriptions

The authors administered the TerraNova Basic Multiple Assessment Plus test (Level 13 in third grade and Level 15 in fifth grade). The math test provides two overall scores: the TerraNova Comprehensive Tests of Basics Skills (CTBS) Basic Multiple Assessment (Math Total) and the TerraNova CTBS Basic Multiple Assessment Plus (Math Computation) Total. The Math Total score is based on multiple choice and constructed response items that are predominantly word problems that measure basic, applied, and higher-order thinking skills. The Math Computation Total is based on the Plus test booklet, which contains only multiple-choice computational problems. Scale scores were used in the analysis. For a more detailed description of these outcome measures, see Appendix B.

Support for implementation

Teachers received 3 hours of initial training prior to implementing Scott Foresman–Addison Wesley Elementary Mathematics in their classes. At the initial training session, the trainer described the key components of the curriculum, reviewed the teacher’s edition textbook and available ancillary resources, offered examples of when to use certain materials, provided an overview of the math technology available, and modeled a math lesson. The training focused on the components most vital to the program and those that were required for full implementation. Two follow-up sessions were offered during the school year. The first was offered 4–8 weeks into the school year and lasted 2 hours. The session was informal and allowed teachers to discuss and ask questions about implementation issues. A second follow-up session, addressing pacing issues and further covering the technology available with the program, was provided to one school in March. The other three schools were offered the second follow-up session but chose not to receive it.

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.

  • Resendez, M., & Sridiharan, S. (2006). A study on the effectiveness of the 2005 Scott Foresman Addison–Wesley Elementary Math program: Technical report. Jackson, WY: PRES Associates, Inc.

 

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