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¶

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 Supplemental TAAS subtest analyses showed effect sizes of 0.25 (Concepts), 0.26 (Operations), and 0.31 (Problem Solving), all favoring the intervention group, with WWC-computed p-values of .34, .32, and .25 after clustering correction. → waite-subtests

Evidence¶

waite-subtests¶

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

Supplemental findings from the same Waite (2000) quasi-experiment (18 schools, 3,436 students): unadjusted means favored the intervention on all three TAAS math subtests, with effect sizes 0.25, 0.26, and 0.31 and improvement indices +10, +10, and +12. WWC-computed p-values after clustering correction (.34, .32, .25) were not statistically significant; a multiple-comparisons correction did not change significance.

"Waite (2000) also reported results on subtests of the TAAS (Concepts, Operations, and Problem Solving), which are presented in the supplemental findings. These subtest analyses do not factor into the intervention's rating of effectiveness."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• 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® has potentially positive effects on mathematics achievement for primary students, with a substantively important but statistically non-significant effect size of 0.27 — a broader claim this one bears on
• 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
• Author-reported statistically significant program effects did not remain significant after WWC corrections for clustering and multiple comparisons — a broader claim this one bears on