Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region. Final Report. NCEE 2012-4017

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Autor/inn/en	Martin, Taylor; Brasiel, Sarah J.; Turner, Herb; Wise, John C.
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Mid-Atlantic (ED)
Titel	Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region. Final Report. NCEE 2012-4017
Quelle	(2012), (136 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Mathematics Education; Intervention; Observation; Mathematics Achievement; Standardized Tests; Mathematics Tests; Teacher Surveys; Interest Inventories; Program Effectiveness; Grade 6; Program Implementation; Student Improvement; Mathematics Curriculum; Middle School Students; Control Groups; Experimental Groups; Delaware; District of Columbia; Maryland; New Jersey; Pennsylvania; Washington + Suchen Sie Ihr Suchwort? Mathematische Bildung; Beobachtung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Interest profile; Interessenprofil; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study examines the effects of Connected Mathematics Project 2 (CMP2) on grade 6 student mathematics achievement and engagement using a cluster randomized controlled trial (RCT) design. It responds to a need to improve mathematics learning in the Mid-Atlantic Region (Delaware, Maryland, New Jersey, Pennsylvania, and Washington, DC). Findings reveal that the type of instructional activity taking place in intervention schools differed from that in control schools, and the activity observed in intervention schools was the type expected when implementing CMP2. Sixty-four percent of intervention teachers reported implementing the curriculum at a level consistent with the publishers' recommendations on the number of units completed per school year (six), and 68 percent of them reported implementing the curriculum consistent with the recommended amount of class time per week. But CMP2 did not have a statistically significant effect on grade 6 mathematics achievement as measured by the TerraNova, which answered the primary research question.12 Indeed, grade 6 mathematics students in schools using CMP2 performed no better or worse on a standardized mathematics test than did their peers in schools not using it. The results for the secondary research question were similar. There was no statistically significant difference between groups in PTV, and the small effect size is unlikely meaningful. These results were insensitive to alternative model specifications. The lack of statistically significant effects is consistent with prior research on CMP2 rated in the 2010 WWC review as meeting standards "with reservations" (Schneider 2000) and the Eddy et al. (2008) RCT. The intent-to-treat analytical approach used in this study, which analyzes participants based on how they are randomly assigned, yielded unbiased estimates of program effectiveness as implemented. To estimate the effect of CMP2 under typical conditions, teachers were provided all the typical materials and PD that a normal school adopting CMP2 would have. However, while CMP2 use was tracked, the study team did not ensure a particular amount or quality of CMP2 instruction. So, the curriculum impact reflects the effect of a school being assigned to use CMP2 or to continue use of their regular curriculum, not necessarily of actually using CMP2. The results apply to the implementation of the CMP2 curriculum, after typical PD, in schools with grade 6 students. Use of a volunteer sample limits the findings to the schools, teachers, and students that participated in the study in the Mid-Atlantic region. The conclusions drawn in this study about the effects of CMP2 on student math achievement are limited to student math achievement as measured by the TerraNova, and do not generalize to any other standardized test. Appended are: (1) CMP2 Curriculum and PD; (2) Statistical Power Analysis as Conducted During the Design Phase; (3) Procedure and Probability of Assignment to Study Conditions; (4) Student Math Interest Inventory; (5) Teacher Surveys; (6) Classroom Observation Data Collection; (7) Equations to Estimate the Impact of CMP2; (8) Implementation Analysis for Intervention and Control Schools; (9) Cost of the Curriculum and Professional Development; and (10) Results from Hierarchical Linear Models to Estimate the Impact of CMP2. (Contains 46 tables. 2 figures and 50 footnotes. (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10