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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In a three-level intent-to-treat multilevel model, the effect of assignment to the EM treatment condition was positive but not statistically significant (coefficient 0.705, t = 1.220, p = 0.229). → Michael Vaden-Kiernan 2015
Evidence¶
Michael Vaden-Kiernan 2015¶
Michael Vaden-Kiernan, Geoffrey Borman, Sarah Caverly, Nance Bell, Veronica Ruiz de Castilla, and Kate Sullivan. (2015). Preliminary Findings from a Multi-Year Scale-Up Effectiveness Trial of Everyday Mathematics. SREE Spring 2015 Conference Abstract. https://eric.ed.gov/?id=ED562455
q3 · i? · causal · r2
Preliminary year-one ITT analysis of a multi-site cluster-randomized trial: 4,520 K and grade 3 students in 48 schools analyzed with a three-level model including school-mean GMADE pretest as covariate. Table 2 prints the treatment coefficient 0.705 (SE 0.577, t = 1.220, p = 0.229). The article reports "positive, but it is not statistically significant"; equivalence was not tested.
"The effect of assignment to the treatment condition is positive, but it is not statistically significant."
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
- 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 — 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
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