WWC review of this study

Accelerated Math evaluation report (Middle school sample).

Lambert, R., & Algozzine, B. (2009). Charlotte: Center for Educational Measurement and Evaluation, University of North Carolina at Charlotte.

  • Randomized Controlled Trial
     examining 
    633
     Students
    , grades
    7-9
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: December 2017

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

Terra Nova normal curve equivalent scores

Accelerated Math® vs. Business as usual

9 Months

Full sample;
633 students

51.37

50.19

No

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More Outcomes
Show Supplemental Findings

Terra Nova normal curve equivalent scores

Accelerated Math® vs. Business as usual

9 Months

Grade: 7;
300 students

51.91

49.62

No

--

Characteristics of study sample as reported by study author.


  • 31% Free or reduced price lunch

  • Female: 49%
    Male: 51%
  • Race
    White
    70%
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    Oklahoma

Setting

The study was conducted in 46 middle school classrooms (grades 7–9) in two schools in Oklahoma. The authors do not indicate in which year the study occurred.

Study sample

Among all students at the time of random assignment, approximately 76% qualified for free or reduced-price meals, approximately 51% were female, 39% were minorities, and 18% were classified as special education students.

Intervention Group

The intervention students used Accelerated Math® as a supplemental software-based program in addition to their existing math curriculum, McDougal Littell Math, for the entire school year. The authors reported that there was “considerable variability” in the quality of implementation across study teachers; however, no additional details were provided. The study did not specify which version of Accelerated Math® was used.

Comparison Group

The comparison students used McDougal Littell Math, a traditional math curriculum already implemented in the district.

Support for implementation

The study does not specify how much training or support intervention teachers received.

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.

  • Lambert, R., Algozzine, B., & McGee, J. (2014). Effects of progress monitoring on math performance of at-risk students (middle school sample). British Journal of Education, Society and Behavioural Science, 4(4), 527–540.

Does not meet WWC standards

Reviewed: August 2017

Study sample characteristics were not reported.

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.

  • Lambert, R., Algozzine, B., & McGee, J. (2014). Effects of progress monitoring on math performance of at-risk students (middle school sample). British Journal of Education, Society and Behavioural Science, 4(4), 527–540.

 

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