WWC review of this study

A study of the effects of Everyday Mathematics on student achievement of third-, fourth-, and fifth-grade students in a large north Texas urban school district (Doctoral dissertation).

Waite, R. D. (2000). Available from ProQuest Dissertations and Theses database. (UMI No. 9992659)

  • Quasi-Experimental Design
     examining 
    3,436
     Students
    , grades
    3-5
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: November 2015

Mathematics achievement outcomes—Substantively important positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Texas Assessment of Academic Skills (TAAS): Total Math Scale Score

Everyday Mathematics® vs. Business as Usual

1998-1999

Grades 3-5;
3,436 students

63.64

59.8

No

 
 
11

Characteristics of study sample as reported by study author.


  • Urban
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    • h
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    • b
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    Texas

Setting

All schools in this study were located in a large urban school district in north Texas.

Study sample

The study sample consisted of third-, fourth-, and fifth-grade students. Six schools within one district volunteered to implement the first edition of Everyday Mathematics® during the 1998–99 school year. A comparison group of 12 schools within the same school district was selected. Comparison schools did not use Everyday Mathematics® during the 1998–99 school year. The study matched the 12 comparison schools to the intervention schools based on ethnicity, socioeconomic status (measured by the proportion of students that participated in the free or reduced-price lunch program), and prior student mathematics scores (measured by the Iowa Test of Basic Skills [ITBS]). The analytic sample consisted of 732 students in 52 classes among the six intervention schools and 2,704 students among the 12 comparison schools (the number of classes in the comparison schools was not provided by the author).

Intervention Group

The six intervention schools used Everyday Mathematics® for the full 1998–99 school year. Everyday Mathematics® introduces mathematical concepts in a variety of ways during the school year and consists of daily lesson plans that usually begin with a Math Message, which is the focus of the lesson, and combines teacher-led discussions and hands-on group and individual activities during the class. In addition to the class components, students also keep a journal in which they write about mathematical concepts and work on homework assignments that are intended to reinforce practical experience with mathematics.

Comparison Group

The comparison group used the district’s adopted textbook, Mathematics in Action, a traditional mathematics curriculum. Mathematics in Action focuses on the systematic understanding of concepts and algorithms in specific lesson plans with an emphasis on practice problems and repetition before new concepts are introduced.

Outcome descriptions

The primary outcome used to measure student mathematics achievement was the Total Math Score from the 1999 Texas Assessment of Academic Skills (TAAS), which was administered to students in April 1999. The study reports an overall score and three subtest scores on the TAAS that measure concepts, operations, and problem solving. In addition, for the overall score, the author reports subgroup results for students who were classified as Black, Hispanic, White, male, female, of low socioeconomic status, and other socioeconomic status.4 The mean national percentage ranking of student scores on the math section of the ITBS was used as a pretest. The ITBS pretest was administered to students in April 1998. For a more detailed description of the TAAS outcome measure, see Appendix B.

Support for implementation

Teachers and administrators in the intervention schools received 40 hours of initial training on Everyday Mathematics®, as recommended by the publisher. Teachers also received the curriculum’s Teacher’s Resource Package, which includes a variety of materials that help teachers successfully implement the program, such as the Teacher’s Manual and Lesson Guide, a teacher’s Resource Book, instructions on creating home and school links, and a materials kit that contains manipulatives (e.g., dice, rulers) used in the lessons.

 

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