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.