Everyday Mathematics® has potentially positive effects on mathematics achievement for primary students, with a substantively important but statistically non-significant effect size of 0.27¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i1 In one quasi-experimental study meeting WWC standards with reservations, Everyday Mathematics® showed a positive effect on TAAS Total Math Scale Score with an effect size of 0.27 and an improvement index of +11, which was not statistically significant once corrections for clustering were made. → waite-total-math

Evidence¶

waite-total-math¶

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2015, November). Primary Mathematics intervention report: Everyday Mathematics®. https://ies.ed.gov/ncee/wwc/InterventionReport/166

q2 · i1 · causal · r2

WWC re-analysis of Waite (2000), a matched quasi-experimental comparison of six intervention schools against 12 matched comparison schools in a large north Texas urban district (3,436 students, grades 3–5). The TAAS Total Math effect size was 0.27 with an improvement index of +11; the "effect size was substantively important" but not statistically significant after clustering correction (WWC-computed p = .30).

"Based on WWC calculations, this effect was not statistically significant once corrections for clustering were made. However, the WWC determined that the effect size was substantively important (that is, 0.25 or greater)."

Discussion¶

Related Claims¶

• Odyssey® Math receives a WWC rating of potentially positive effects on primary students' mathematics achievement — related
• Open Court Reading© has potentially positive effects on general reading achievement for beginning readers, with a small extent of evidence — related
• The WWC rated Waterford Early Reading Program™ as having potentially positive effects on alphabetics, based on a substantively important average effect size with no statistically significant individual outcomes — related
• Doors to Discovery™ shows potentially positive effects on preschool oral language (PPVT-III effect size 0.27, not statistically significant) — related
• BCIRC has potentially positive effects on reading achievement for Spanish-speaking English language learners (effect size 0.61, not statistically significant after clustering correction) — related
• The evidence base for Everyday Mathematics® on primary mathematics achievement is small: one study of 3,436 students met WWC standards, and 33 of 34 eligible studies did not meet group design standards — related
• Everyday Mathematics® showed positive effects on TAAS math subtests (Concepts, Operations, Problem Solving) with effect sizes of 0.25 to 0.31 that were not statistically significant after clustering correction — a narrower finding that bears on this claim
• Nunnery and Ross (2007) reported significant grade 5 but not grade 8 TAAS effects, which were non-significant in WWC recalculation — related
• Everyday Mathematics and Harcourt Math show no difference in effects on elementary student achievement in Pittsburgh Public Schools — related