WWC Quick Review of the Report Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second GradersReportar como inadecuado




WWC Quick Review of the Report Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders - Descarga este documento en PDF. Documentación en PDF para descargar gratis. Disponible también para leer online.





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.

Descriptors: Grade 2, Grade 1, Elementary School Students, Mathematics Achievement, Mathematics Education, Mathematics Instruction, Elementary School Mathematics, Comparative Analysis, Mathematics Curriculum, Scores, Problem Solving

What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info[at]whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc









Autor: What Works Clearinghouse

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2632&id=ED518282



DESCARGAR PDF




Documentos relacionados