Download or read book WWC Quick Review of the Report Achievement Effects of Four Elementary School Math Curricula written by What Works Clearinghouse (ED) and published by . This book was released on 2010 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Achievement Effects of Four Elementary School Math Curricula: Findings from First Graders in 39 Schools" examined the relative effectiveness of four widely-used early elementary school math curricula: (1) "Investigations in Number, Data and Space" ("Investigations"); (2) "Math Expressions" ("ME"); (3) "Saxon Math" ("Saxon"); and (4) "Scott Foresman-Addison Wesley Mathematics" ("SFAW"). The study included about 1,300 first graders from 39 schools in four school districts in Connecticut, Minnesota, New York, and Nevada. The relative effectiveness of the four curricula was measured by comparing end-of-year test scores on a nationally normed math assessment developed for the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). The research described in this report is consistent with What Works Clearinghouse (WWC) evidence standards. Highlights of the study are presented herein. [The following study is the focus of this "Quick Review": Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., & Murphy, R. (2009). "Achievement effects of four elementary school math curricula: Findings from first graders in 39 schools" (NCEE 2009-4052). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education (ED504418).].

Download or read book WWC Quick Review of the Report Achievement Effects of Four Early Elementary School Math Curricula written by What Works Clearinghouse (ED) and published by . This book was released on 2011 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined the relative effectiveness of four early elementary school math curricula: Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. The study analyzed data on more than 8,000 first- and second-grade students in 110 schools in 12 districts in 10 states. In each of the participating school districts, schools were randomly assigned to use one of the four curricula. A random sample of approximately 10 students per classroom was included in the analysis. The study measured the relative effects of the four curricula by comparing end-of-year test scores on a nationally normed math assessment developed for the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) for first graders and on a similar assessment adapted for this study for second graders. For first graders, the authors found no statistically significant differences in student math achievement among the curricula after adjusting results for multiple curricula comparisons within the same analysis. For second graders, one difference was statistically significant after taking multiple curricula comparisons into account. Second-grade students attending Saxon Math schools scored 0.17 standard deviations higher than students attending Scott Foresman-Addison Wesley Mathematics schools, roughly equivalent to moving a student from the 50th to the 57th percentile in math achievement. The research described in this report meets WWC evidence standards. This was a well-implemented randomized controlled trial. [The following study is reviewed in this intervention report: Agodini, R., Harris, B., Thomas, M., Murphy, R., Gallagher, L., & Pendleton, A. (2010). Achievement effects of four early elementary school math curricula: Findings for first and second graders (NCEE 2011-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. A copy of this study can be accessed at ED512551. An earlier report in this series focused on one cohort of first graders: "Achievement effects of four elementary school math curricula: Findings from first graders in 39 schools (NCEE 2009-4052)." This report may be found at ED504418.

Download or read book Relative Achievement Effects of Four Early Elementary School Math Curricula NCEE Evaluation Brief NCEE 2009 4075 written by National Center for Education Evaluation and Regional Assistance (ED) and published by . This book was released on 2009 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many U.S. children start school with weak math skills, and children from poor households lag behind those from affluent ones. These differences grow over time, resulting in substantial differences in math achievement by the time students reach grade 4. The federal Title I program provides financial assistance to schools with a high number or percentage of students from low-income households, to help all students meet state academic standards. Under the No Child Left Behind (NCLB) Act of 2001, these schools must make adequate yearly progress in meeting state-specific targets for proficiency in math and reading, with the goal of ensuring that all students are proficient in math and reading by 2014. To provide educators with information that may contribute to making adequate yearly progress, this large-scale national study examines whether some math curricula for early elementary school are more effective than others at improving student math achievement. A small number of curricula, based on different theories for developing math skills, dominate elementary school math instruction--seven math curricula make up 91 percent of the curricula used by K-2 educators. Although the NCLB Act emphasizes the importance of adopting scientifically based education practices, there is little rigorous research evidence to support one theory or curriculum over another. This study aims to help fill that knowledge gap. After one year this study demonstrated that math achievement for grade 1 students was significantly higher among schools using the Math Expressions and Saxon Math curricula than among those using Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics. (Contains 1 figure.) [For the full report, "Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools. NCEE 2009-4052," see ED504418.].

Download or read book Achievement Effects of Four Early Elementary School Math Curricula written by Roberto Agodini and published by . This book was released on 2010 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). Little rigorous evidence exists to support one approach over another, however, which means that research does not provide educators with much useful information when choosing a math curriculum to use. The key findings in this report include the following: (1) Teachers used their assigned curriculum, and the instructional approaches of the four curriculum groups differed as expected; (2) Math instruction varied in other notable ways across the curriculum groups; (3) In terms of student math achievement, the curriculum used by the study schools mattered; and (4) The curriculum used in different contexts also mattered, and some of these findings are consistent with findings based on all students whereas others are not. (Contains 1 figure and 6 endnotes.) [For the full report, see ED512551.].

Download or read book Achievement Effects of Four Early Elementary School Math Curricula written by Roberto Agodini and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent many of the approaches used to teach elementary school math in the United States. An experimental design randomly assigned schools in each participating district to the four curricula, setting up an experiment in each district. The relative effects of the curricula were calculated by comparing math achievement of students in the four curriculum groups. Hierarchical linear modeling (HLM) techniques were used to conduct statistical tests to assess the significance of all the results. Curriculum implementation findings include: (1) All teachers received initial training from the publishers and 96 percent received follow-up training; combined training varied by curriculum and ranged from 1.4 to 3.9 days; (2) Nearly all teachers reported using their assigned curriculum as their core math curriculum and about a third reported supplementing their curriculum with other materials; (3) Eighty-eight percent of teachers reported completing at least 80 percent of their assigned curriculum; and (4) On average, Saxon Math teachers reported spending one more hour on math instruction per week than did teachers of the other curricula. Achievement findings include: (1) Student math achievement was significantly higher in schools assigned to Math Expressions and Saxon Math, than in schools assigned to Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics; and (2) Math achievement in schools assigned to the two more effective curricula was not significantly different, nor was math achievement in schools assigned to the two less effective curricula. Another 71 schools joined the study during the 2007-2008 school year and curriculum implementation occurred in both the first and second grades in all participating schools. A follow-up report is planned that will present results based on all 110 schools participating in the evaluation, and for both the first and second grades. The study also is supporting curriculum implementation and data collection during the 2008-2009 school year in a subset of schools, in which implementation will be expanded to the third grade. A third report is planned that will present those results. Four appendixes are included; (1) Data Collection and Response Rates; (2) Teacher-Reported Frequency of Implementing Other Curriculum-Specific Activities; (3) Glossary of Curriculum-Specific Terms; and (4) Constructing the Analysis Samples and Estimating Curriculum Effects. (Contains 66 footnotes, 10 figures and 43 tables.) A table of acronyms is included. [For Executive Summary of this report, see ED504419.].

Download or read book Achievement Effects of Four Early Elementary School Math Curricula written by Roberto Agodini and published by . This book was released on 2009 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this large-scale, multi-year, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress. The main questions being addressed by the study are: (1) What are the relative effects of different early elementary school math curricula on student math achievement in disadvantaged schools?; (2) Under what conditions is each math curriculum most effective?; (3) What is the relationship between teacher knowledge of math content/pedagogy and the effectiveness of the curricula?; and (4) Which math curricula result in a sustained impact on student achievement? The study is addressing these questions by examining the relative effects of four diverse curricula, by recruiting schools without prior experience using the study's curricula, having publishers provide schools and teachers with curriculum materials and training, and evaluating the effects of the curricula (including materials, training, content, and pedagogy) on student achievement.

Download or read book Achievement Effects of Four Early Elementary School Math Curricula written by and published by . This book was released on 2009 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Achievement Effects of Four Early Elementary School Math Curricula written by and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Achievement Effects of Four Early Elementary School Math Curricula written by and published by . This book was released on 2009 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book WWC Review of the Report A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey R Math on the Math Achievement of Selected Grade 4 Students in the Mid Atlantic Region written by What Works Clearinghouse (ED) and published by . This book was released on 2012 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study featured in this What Works Clearinghouse (WWC) Quick Review examined whether exposure to "Odyssey[R] Math," a web-based mathematics curriculum and assessment tool, improved mathematics achievement of fourth-grade students. The study analyzed data from 2,456 fourth-grade students in 122 classrooms in 32 elementary schools in Delaware, New Jersey, and Pennsylvania. The study randomly assigned all fourth-grade classrooms in 32 elementary schools to intervention or comparison conditions. Intervention classrooms used "Odyssey[R] Math" for 60 minutes each week during the entire school year as a partial substitute for the regular curriculum; comparison classrooms used their school's standard mathematics curriculum for the total math instructional time. The study assessed the effectiveness of "Odyssey[R] Math" by comparing the mathematics achievement of students in the intervention and comparison groups in the spring of the implementation year. The study found no discernible effects of "Odyssey[R] Math" on mathematics achievement in the spring of the implementation year. The estimated effect size of 0.02 is not statistically significant or substantively important. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain Mean. A glossary of terms is included. (Contains 3 endnotes.) [The following study is the focus of this "Quick Review": "A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey[R] Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region. Final Report. NCEE 2009-4068" (ED507314).].

Download or read book Curriculum Matters written by Roberto Agodini and published by . This book was released on 2011 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study, sponsored by the Institute of Education Sciences (IES) in the U.S. Department of Education, examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). The main questions addressed by the study are: (1) What are the relative effects of the study's four math curricula on math achievement of first- and second-graders in disadvantaged schools? and (2) Are the relative curriculum effects influenced by school and classroom characteristics? The study is addressing these questions by examining the relative effects of four diverse curricula selected through a competitive process, recruiting schools to participate in the study, having publishers provide schools and teachers with curriculum materials and training, assessing student math achievement, and evaluating the effects of the curricula (including materials, training, content, and pedagogy) on student achievement. Other data (including school records, teacher surveys, and classroom observations) also were collected to examine whether relative curriculum effects are influenced by context and to conduct mediational analyses. The study team collected all data necessary to evaluate the four curricula. To measure the achievement effects of the curricula, the study team tested students at the beginning and end of the school year using the math assessment developed for the Early Childhood Longitudinal Study (ECLS-K) (West et al. 2000). The ECLS-K assessment is a nationally normed test designed to measure achievement gains both within and across elementary grades. The first- and second-grade results are based on students who were tested in both the fall and spring in those respective grades. As math skills have grown in importance in the workplace, so has the debate over how best to improve students' math skills. This study is an important step toward resolving that debate because it shows that four widely-used curricula have differential effects on student math achievement. These differential effects, which were measured after just one year of curriculum implementation, suggest that districts should carefully choose their math curriculum. (Contains 1 figure and 4 footnotes.).

Download or read book The Effects of Curriculum based Measures on Elementary Math Achievement written by George Bickert and published by . This book was released on 2011 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.

Download or read book WWC Review of the Report written by What Works Clearinghouse (ED) and published by . This book was released on 2014 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2012 study, "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies," examined the effects of "Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD)," a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. "TRIAD" is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure these effects, two versions of the intervention were delivered: (a) "TRIAD" no follow-through ("TRIAD-NFT"), where children only received "TRIAD" in preschool; and (b) "TRIAD" follow-through ("TRIAD-FT"), where children received "TRIAD" in both preschool and kindergarten. Forty-two schools from Buffalo, NY, and Boston, MA were included in this study. Within each city, schools were grouped by the previous year's fourth grade mathematics state assessment scores and then randomly assigned to either the "TRIAD-NFT" group (14 schools), the "TRIAD-FT" group (12 schools), or a comparison group that implemented neither intervention (16 schools). From each preschool classroom, researchers randomly selected up to 15 children to participate. Researchers assessed the math ability of these children at the start of preschool (prior to intervention), at the end of preschool (after 1 year of study participation), and at the end of kindergarten (after 2 years of study participation). Using these completed assessments, 963 students were included in the final analysis. To measure the intervention's effects, the researchers separately compared outcomes at the end of kindergarten for those in "TRIAD-NFT" and "TRIAD-FT" to those from the comparison group. The researchers further compared the end-of-kindergarten outcomes between "TRIAD-NFT" and "TRIAD-FT" to assess whether there were any differences due to the continuity of the "TRIAD" intervention into kindergarten. At the end of kindergarten, the authors found that both the "TRIAD-NFT" and "TRIAD-FT" interventions had a statistically significant positive effect on student performance on the Research-based Elementary Math Assessment (REMA) when compared to students attending comparison schools, and the WWC confirmed these findings. The authors found no difference in REMA performance when comparing students attending "TRIAD-NFT" schools to those attending "TRIAD-FT" schools. The research described in this report meets WWC group design standards with reservations This study is a randomized controlled trial with unknown levels of study attrition, and thus, this study does not pass the attrition standard. However, the study demonstrates the equivalence of the analytic samples for each comparison at baseline. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is also included. [The following study is the focus of this review: Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2012). "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies." "Journal of Research on Educational Effectiveness," 5(2), 105-135 (EJ961450).].

Download or read book WWC Review of the Report Classroom Assessment for Student Learning written by What Works Clearinghouse (ED) and published by . This book was released on 2012 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used a random assignment design to investigate the impact of "Classroom Assessment for Student Learning" ("CASL") on elementary students' mathematics achievement. A total of 67 schools across 32 Colorado school districts were randomly assigned to either an intervention condition that used "CASL" or a comparison condition that did not use "CASL". The study analyzed data from 2,860 students in 33 schools with "CASL" and 3,379 students in 34 comparison schools without "CASL". Fourth- and fifth-grade teachers in the intervention schools studied the "CASL" materials and applied "CASL" principles, practices, and tools in their classrooms during the training year. The intervention teachers then implemented the "CASL" program in their classrooms for one full school year. Teachers in the comparison group took part in their regular professional development activities. The study assessed the effectiveness of the "CASL" program by comparing mathematics achievement of students in the "CASL" and comparison groups in the spring of the implementation year. The study found no effects of "CASL" on the mathematics achievement of fourth- and fifth-grade students. The estimated effect size of 0.01 is neither statistically significant nor substantively important. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is included. (Contains 2 endnotes.) [The following study is the focus of this "Quick Review": "Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region. Final Report. NCEE 2011-4005" (ED517969).].

Download or read book The Impact of Two Standards Based Mathematics Curricula on Student Achievement in Massachusetts What Works Clearinghouse Brief Study Report written by What Works Clearinghouse (ED) Washington, DC. and published by . This book was released on 2005 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Riordan and Noyce (2001) report that schools that used the Connected Mathematics Project (CMP) for two to three years had greater gains in math achievement overall than those in the comparison group. Riordan and Noyce do not report whether this difference was statistically significant. However, t tests calculated by the WWC using data provided by Riordan and Noyce indicate that the difference is not statistically significant. In additional analyses, Riordan and Noyce compared performances on four mathematics topics covered by the outcome measure and found that students in the CMP schools scored statistically significantly higher in all of these areas.

Download or read book EnVisionMATH What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2013 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: "EnVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and ongoing assessment are used to meet the needs of students at all ability levels. The What Works Clearinghouse (WWC) identified one study of "enVisionMATH" that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. The study meets WWC evidence standards without reservations, and included 1,156 elementary school students in the second and fourth grades in eight locations across the United States. The WWC considers the extent of evidence for "enVisionMath" on the math performance of elementary school students to be small for the mathematics achievement domain, the only outcome domain examined for studies reviewed under the Elementary School Mathematics topic area. "enVisionMath" was found to have potentially positive effects on mathematics achievement for elementary school students. Appended are: (1) Research details for Resendez & Azin, 2008; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for Year 2 for the mathematics. A glossary is included. (Contains 4 tables, 6 endnotes and 1 additional source.).

Download or read book Does Four Equal Five written by M. Rebecca Kilburn and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors provide information on the implementation and outcomes of the four-day school week using quantitative and qualitative data from a variety of sources, including surveys of parents and students in 36 districts in three states.