Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools

摘要

The federal Title I program provides financial assistance to schools with a high number or percentage of poor children to help all students meet state academic standards. Under the No Child Left Behind Act (NCLB), Title I schools must make adequate yearly progress (AYP) in bringing their students to state-specific targets for proficiency in math and reading. The goal of this provision is to ensure that all students are proficient in math and reading by 2014. 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 AYP. A small number of curricula dominate elementary math instruction (seven math curricula make up 91 percent of the curricula used by K-2 educators), and the curricula are based on different theories for developing student math skills (Education Market Research 2008). NCLB emphasizes the importance of adopting scientifically-based educational practices; however, there is little rigorous research evidence to support one theory or curriculum over another. This study will help to fill that knowledge gap.