The Implementation and Impact of Evidence-Based Mathematics Reforms in High-Poverty Middle Schools: A Multi-Site, Multi-Year Study.

Abstract

This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent Development (TD) Middle School Model's mathematics program that combines coherent research-based instructional materials from the University of Chicago School Mathematics Project with a multi-tiered teacher support system of sustained professional development and in-class coaching. A moderate level of implementation was achieved. TD students outperformed students from control schools on multiple measures of achievement. The average effect size, A, by the end of middle school was .24.

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