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Accelerating cognitive growth: The Edison School math project

Vreeland, M.; Vail, J.; Bradley, L.; Cipriano, K.; Green, C.; Henshaw, P.; Hurth, E.
This study compared third and fifth grade classrooms at Edison School in Kalamazoo, Michigan that implemented the Direct Instruction program, Connecting Math Concepts, with classrooms that implemented a traditional math program, Addison-Wesley. Computation and applied problem solving skills were measured. Results indicate that Connecting Math Concepts increased students’ math ability; students achieved average to above average rates of progress in math, and typically matched or exceeded the rates of more advantaged, higher SES comparison classrooms. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Connecting Math Concepts, Addison-Wesley Mathematics, mathematics, Cnnctng Mth Cncpts
Effective School Practices
Design type:
Matched Comparison (Demographics)
Fidelity monitored:
Students included:
Third Grade Students, Fifth Grade Students, General Education Students, At-risk Students, Remedial Students
Other tags:
Connecting Math Concepts, Addison-Wesley Mathematics, mathematics, Iowa Test of Basic Skills (ITBS), Kaufman Test of Education Achievement-Comprehensive Form (KTEA-C)
Midwest: East North Central, Elementary School

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