Peters (1992) found no statistically significant difference between UCSMP Algebra and Saxon Algebra I on the algebra domain¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · 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.
q2 i? A randomized controlled trial with compromised random assignment (36 math-talented eighth graders) showed no statistically significant difference between UCSMP Algebra and comparison groups in the algebra domain (average improvement index –6). → What Works Clearinghouse 2016
Evidence¶
What Works Clearinghouse 2016¶
What Works Clearinghouse, U.S. Department of Education. (2016). What Works Clearinghouse intervention report: University of Chicago School Mathematics Project (UCSMP). What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/InterventionReport/641
q2 · i? · causal · r1
WWC review of Peters (1992), an RCT in one Nebraska junior high school in which 17 UCSMP Algebra students were compared with 19 Saxon Algebra I students; the study finding table prints an improvement index of "–6" and "No" statistical significance, characterized as an indeterminate effect.
"Peters (1992) found, and the WWC confirmed (using a difference-in-differences approach), no statistically significant differences between the UCSMP Algebra and comparison groups in the algebra domain."
Discussion¶
Related Claims¶
- UCSMP Algebra shows mixed effects on the algebra domain: one study finds a statistically significant positive effect and one finds an indeterminate effect — reports the opposite
- 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 evidence base for UCSMP is small, with no studies meeting WWC group design standards without reservations — related
- Four years of multiple UCSMP courses have potentially positive effects on general mathematics achievement, with site-level and measure-level inconsistency — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
peters-1992-ucsmp-algebra-indeterminate-algebra-effect |
title |
Peters (1992) found no statistically significant difference between UCSMP Algebra and Saxon Algebra I on the algebra domain |
description |
Peters (1992) found no statistically significant difference between UCSMP Algebra and Saxon Algebra I on the algebra domain |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2016 |
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