Source: Review of Educational Research. Vol. 79, Iss. 2; pg. 839-911. (June 2009).
This paper reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group.
Further requirements include a study duration of at least 12 weeks and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments.
The findings revealed very small effect sizes for mathematics curricula and for computer-assisted instruction.
Positive effects were found for two cooperative learning programs.
Outcomes were similar for disadvantaged and non-disadvantaged students and for students of different ethnicities.
Consistent with an earlier review of elementary programs, this paper concludes that programs that affect daily teaching practices and student interactions have more promise than those emphasizing textbooks or technology alone.