The null achievement difference may stem from the two math programs being implemented more similarly in practice than they differ in theory¶

Claim · All claims
Evidence · 1 study · causal r? · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors interpret the absence of an achievement-effect difference as possibly related to the two programs' similar classroom implementation in Pittsburgh. → Catherine Nelson 2007

Evidence¶

Catherine Nelson 2007¶

Catherine Nelson, Julia Kaufman, Kevin Booker, Brian Gill. (2007). Elementary-Grade Math Programs in the Pittsburgh Public Schools: A Comparison of Everyday Mathematics and Harcourt Math. Cambridge, MA: Mathematica Policy Research. https://www.mathematica.org/publications/elementarygrade-math-programs-in-the-pittsburgh-public-schools-a-comparison-of-everyday-mathematics-and-harcourt-math

q1 · i? · causal · r?

Authors' interpretation offered without supporting statistics on the page: the null result "may be related to" the two programs being "more similar in practice than they are in theory" in their Pittsburgh implementation.

"The absence of a difference in achievement effects may be related to the fact that, in their implementation in Pittsburgh, the two programs were more similar in practice than they are in theory."

Discussion¶

Related Claims¶

• Everyday Mathematics and Harcourt Math show no difference in effects on elementary student achievement in Pittsburgh Public Schools — related
• An external implementation study rated the STeLLA® and comparison professional development programs similarly on provider effectiveness, pacing, engagement, and collaboration — related
• The authors interpret the null result as partly reflecting a tension between adaptive mastery learning and curricular coverage: students who master early topics slowly may not reach later topics tested by the state assessment — related