WWC review of this study

Final report: A study on the effectiveness of the 2004 Scott Foresman–Addison Wesley Elementary Math program.

Resendez, M., & Manley, M. A. (2005). Jackson, WY: PRES Associates, Inc.

  • Randomized Controlled Trial
     examining 
    624
     Students
    , grades
    2-4

Reviewed: May 2013

No statistically significant positive
findings
Meets WWC standards without reservations
General Mathematics Achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

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

Scott Foresman-Addison Wesley Elementary Mathematics vs. Unknown

Posttest

Grades 2 and 4;
624 students

55.59

54.14

No

--
More Outcomes

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

Scott Foresman-Addison Wesley Elementary Mathematics vs. Unknown

Posttest

Grades 2 and 4;
491 students

53.89

57.49

No

--

Characteristics of study sample as reported by study author.


  • 10% English language learners

  • 46% Free or reduced price lunch

  • Female: 50%
    Male: 50%
  • Race
    Asian
    3%
    Black
    20%
    Not specified
    5%
    White
    63%
  • Ethnicity
    Hispanic
    9%
    Not Hispanic
    91%

  • 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
    • x
    • w
    • y

    Kentucky, Virginia, Washington, Wyoming

Setting

This study took place in six elementary schools in four states: Kentucky (two suburban schools), Virginia (one urban school), Washington (one urban school), and Wyoming (one rural and one suburban school).

Study sample

Second- and fourth-grade teachers were randomly assigned within schools to the intervention using Scott Foresman–Addison Wesley Elementary Mathematics. The baseline sample included 35 teachers (18 intervention and 17 comparison) and 742 students (389 intervention and 353 comparison). Of the 35 study teachers, 19 taught second grade (10 intervention and nine comparison) and 16 taught fourth grade (eight intervention and eight comparison). The analysis samples included 35 teachers (18 intervention and 17 comparison). The TerraNova CTBS Basic Multiple Assessment Plus (Math Computation) analysis sample included 491 students (264 intervention and 227 comparison) whereas the TerraNova CTBS Basic Multiple Assessment (Math Total) analysis sample included 624 students (347 intervention and 277 comparison). About one-third of participating students were minorities. At two of the six participating schools, more than 90% of students were eligible for free or reduced-price meals. The percentage of students eligible for free or reduced-price meals at the other four schools was similar to the national average of 37%.

Intervention Group

Students in the intervention group used the 2004 Scott Foresman–Addison Wesley Elementary Mathematics curriculum during the 2004–05 school year. The teachers in the intervention group were implementing the intervention curriculum for the first time. The study authors reported that teachers covered 70% of the curriculum on average.

Comparison Group

Students in the comparison group used five different comprehensive math curricula. These curricula are not identified in the study, but the study authors report that the comparison curricula covered the same content as Scott Foresman–Addison Wesley Elementary Mathematics. The study authors reported that teachers covered 75% of the curricula on average.

Outcome descriptions

The primary outcome measure was the CTBS, Basic Multiple Assessment Plus test. The authors describe the TerraNova CTBS as a reliable, standardized test consisting of multiplechoice, constructed response, and computational problems. According to the authors, it offers broad coverage of mathematics content in most textbooks and reflects NCTM standards. The assessment provides two overall scores: the TerraNova CTBS Basic Multiple Assessment (Math Total) and TerraNova CTBS Basic Multiple Assessment Plus (Math Computation) Total. Normal curve equivalent scores were used in the analysis. For a more detailed description of these outcome measures, see Appendix B.

Support for implementation

Teachers in the intervention group met with a Scott Foresman–Addison Wesley Elementary Mathematics professional trainer for approximately 4 hours prior to implementing the curriculum in their classes. In the initial training session, the trainer described the key components of the curriculum, reviewed the materials provided, offered examples of when to use certain materials, and provided an overview of the math technology available. Two follow-up sessions, approximately 2 hours each, were offered. The first follow-up session occurred 4–8 weeks after teachers began implementation. The second follow-up session was provided to five of the six participating schools and occurred 10–18 weeks after implementation.

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., & Sridharan, S. (2005). Technical report: A study on the effectiveness of the 2004 Scott Foresman–Addison Wesley Elementary Math program. Jackson, WY: PRES Associates, Inc.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top