WWC review of this study

A longitudinal study of students completing four years of UCSMP mathematics.

Hirschhorn, D. B. (1993). Journal for Research in Mathematics Education, 24(2), 136–158. Retrieved from: https://eric.ed.gov/?id=EJ478386

  • Quasi-Experimental Design
     examining 
    62
     Students
    , grades
    7-10
At least one statistically significant positive finding
Meets WWC standards with reservations
Mathematics achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

UCSMP Applications Test

University of Chicago School Mathematics Project (UCSMP) Multiple Courses vs. Business as usual

9 Months

Grade 10, sites B & C;
62 students

21.19

16.46

Yes

 
 
38
More Outcomes

Mathematics Level 1 Achievement Test

University of Chicago School Mathematics Project (UCSMP) Multiple Courses vs. Business as usual

9 Months

Grade 10, sites B & C;
62 students

492.36

489.03

No

--

Characteristics of study sample as reported by study author.


  • Female: 52%
    Male: 48%

  • Suburban

Setting

The analytic sample included in this intervention report consisted of two unnamed sites in affluent suburban areas. Each site included one feeder school in which a subset of the seventh- and eighth-grade students received instruction using UCSMP Transition Mathematics and UCSMP Algebra and one high school in which a subset of students used UCSMP Geometry and UCSMP Advanced Algebra in ninth and tenth grade.

Intervention Group

The intervention students used UCSMP for 4 consecutive years, starting in seventh grade and ending in tenth grade. Students used UCSMP Transition Mathematics in 1986–87, UCSMP Algebra in 1987–88, UCSMP Geometry in 1988–89, and UCSMP Advanced Algebra in 1989–90.

Comparison Group

Students in the comparison group attended the same high schools and feeder schools as their peers in the intervention group. They used traditional mathematics curricula that corresponded to each of the UCSMP courses. The traditional curricula were published by Addison-Wesley, Merrill, Houghton Mifflin, and unnamed others.

Support for implementation

The report did not describe teacher training or implementation support. However, at site B, some of the seventh- and eighth-grade teachers were involved with the UCSMP pilot effort, which meant they had previous experience implementing UCSMP curricula.

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.

  • Hirschhorn, D. B. (1991). Implementation of the first four years of the University of Chicago School Mathematics Project secondary curriculum (Unpublished doctoral dissertation). University of Chicago, IL.

 

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