School-level assignment to Everyday Mathematics does not produce a statistically significant impact on elementary students' math achievement relative to business-as-usual control after one or two years of implementation at scale¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The ITT analysis indicates the EM program does not have a statistically significant impact on students' math achievement compared to the business as usual curriculum after the first or second year of implementation. → Vaden-Kiernan 2015

Evidence¶

Vaden-Kiernan 2015¶

Vaden-Kiernan, M., Borman, G., Caverly, S., Bell, N., Ruiz de Castilla, V., Sullivan, K., & Rodriguez, D. (2015). Findings from a Multi-Year Scale-Up Effectiveness Trial of Everyday Mathematics. SREE Spring 2015 Conference Abstract. https://eric.ed.gov/?id=ED567630

q3 · i? · causal · r2

Multi-site cluster randomized trial of 48 elementary schools in 7 districts, randomized to EM (N=24) or control (N=24), analyzed with a three-level intent-to-treat model. The article reports no statistically significant overall impact; Table 2 prints treatment effects of 0.88 (SE 0.51) in Year 1 and -1.01 (SE 0.53) in Year 2, neither marked significant.

"The ITT analysis (see Table 2) indicates that the EM program does not have a statistically significant impact on students' math achievement compared to the business as usual curriculum in place in control schools after the first or second year of implementation."

Discussion¶

Related Claims¶

• Implementation uptake of Everyday Mathematics in treatment schools was low, with only 55% of teachers in year one and 44% in year two implementing the unique and essential components — related
• Everyday Mathematics shows positive differential impacts for fourth grade students in year two of the scale-up trial — a narrower finding that bears on this claim
• After one year of implementation at scale, school-level assignment to Everyday Mathematics produced no statistically significant impact on students' math achievement relative to business-as-usual control schools — possibly the same claim (merge candidate)
• Assigning schools to use RM-CC5 as their core Grade 5 mathematics curriculum for a full year did not significantly change state assessment achievement compared with business-as-usual schools — related
• First-grade math achievement is significantly higher under Math Expressions and Saxon Math than under Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics — related
• The treatment effect of Everyday Mathematics varied significantly across schools (greater than two standard deviations) and districts (greater than one standard deviation) in year one — related