UCSMP Algebra shows mixed effects on the algebra domain: one study finds a statistically significant positive effect and one finds an indeterminate effect¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Thompson et al. (2006) found a positive and statistically significant difference between UCSMP Algebra and comparison groups in the algebra domain, confirmed by the WWC after correction for clustering. → University of Chicago School Mathematics Project 2016 q2 i? Peters (1992) found no statistically significant differences between UCSMP Algebra and comparison groups in the algebra domain; the WWC characterizes this as an indeterminate effect. → University of Chicago School Mathematics Project 2016 (2)

Evidence¶

University of Chicago School Mathematics Project 2016¶

University of Chicago School Mathematics Project. (2016). University of Chicago School Mathematics Project (UCSMP) — WWC Intervention Report, Secondary Mathematics. What Works Clearinghouse. https://ucsmp.uchicago.edu

q2 · i? · causal · r?

In the matched-pairs study of 189 students in three high schools, the WWC confirmed a statistically significant positive effect in the algebra domain, pooling the odd and even forms of the UCSMP Problem-Solving and Understanding Test "after correction for clustering". No effect size is printed for this domain finding.

"Thompson et al. (2006) found a positive and statistically significant difference between the UCSMP Algebra and comparison groups on the odd and even forms of the UCSMP Problem-Solving and Understanding Test, analyzed separately."

University of Chicago School Mathematics Project 2016 (2)¶

University of Chicago School Mathematics Project. (2016). University of Chicago School Mathematics Project (UCSMP) — WWC Intervention Report, Secondary Mathematics. What Works Clearinghouse. https://ucsmp.uchicago.edu

q2 · i? · causal · r?

Randomized trial with compromised random assignment (36 math-talented eighth graders, 17 UCSMP vs 19 comparison using Saxon Algebra I); the WWC confirmed, "using a difference-in-differences approach", no statistically significant difference on the Orleans-Hanna Algebra Prognosis Test. Equivalence was not tested beyond baseline checks.

"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¶

• No studies meeting WWC group design standards exist for UCSMP Geometry, Advanced Algebra, Functions Statistics and Trigonometry, or Precalculus and Discrete Mathematics — related
• UCSMP Algebra has potentially positive effects on general mathematics achievement for secondary students, with a small extent of evidence — related
• The WWC rates UCSMP Algebra as having potentially positive effects on mathematics achievement for secondary students — related
• Peters (1992) found no statistically significant difference between UCSMP Algebra and Saxon Algebra I on the algebra domain — reports the opposite
• UCSMP Algebra has potentially positive effects on the algebra domain, with mixed findings across two studies and a small extent of evidence — possibly the same claim (merge candidate)
• 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