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Tm 0 Tc (p)Tj ET Q BT 0 -10.4832 10.4832 0 272.893 570.287 Tm 0.0135 Tc 0.1348 Tw (ercentile chan)Tj ET q 1 i 270.973 490.337 12 86.16 re W n BT 0 -10.4832 10.4832 0 272.893 501.6368 Tm 0 Tw (ge)Tj ET Q BT 0 -10.4832 10.4832 0 272.893 478.577 Tm 0.0626 Tc 0 Tw [(+3.32%)-2020.2(+3.40%)-2020.2(+1.56%)-2020.2(+5.00%)-2020.2(+3.28%)-2020.2(+0.12%)-2020.2(+4.64%)]TJ -22.5275 -3.7088 TD 0.0032 Tc (Combined)Tj 0 -8.2368 8.2368 0 234.013 636.9771 Tm 0.0781 Tc (\(n=51,340\))Tj 0 -10.4832 10.4832 0 234.013 558.7371 Tm 0.0199 Tc 0.1992 Tw (effect size)Tj 7.3718 0 TD 0.0908 Tc 0 Tw [(0.098***)-1419.3(0.097***)-1419.3(0.102***)-1419.3(0.142***)-1419.3(0.078***)-1419.3(0.025***)-1419.3(0.088***)]TJ ET q 1 i 219.133 490.337 12 86.16 re W n BT 0 -10.4832 10.4832 0 221.053 576.257 Tm 0 Tc (p)Tj ET Q BT 0 -10.4832 10.4832 0 221.053 570.287 Tm 0.0135 Tc 0.1348 Tw (ercentile chan)Tj ET q 1 i 219.133 490.337 12 86.16 re W n BT 0 -10.4832 10.4832 0 221.053 501.6368 Tm 0 Tw (ge)Tj ET Q BT 0 -10.4832 10.4832 0 221.053 478.577 Tm 0.0626 Tc 0 Tw [(+3.92%)-2020.2(+3.88%)-2020.2(+4.08%)-2020.2(+5.68%)-2020.2(+3.12%)-2020.2(+1.00%)-2020.2(+3.52%)]TJ -12.4313 28.4799 TD 0.008 Tc 0.0802 Tw (Table 9: Average effect sizes and percentile changes, by school SES and Title1S status)Tj 0 -8.2368 8.2368 0 190.093 728.177 Tm 0.0137 Tc 0.1365 Tw (Math is scaled test score; "total" and remaining strand scores are percent of total possible points on entire test or appropria)Tj 58.7582 0 TD (te stand portion of test.)Tj -58.7582 -9.0035 TD 0.012 Tc 0.1201 Tw [(# Statistics are based on only n=507 grade 4 reform-student records and an equal number of comparison-student records..)]TJ 0 -5.9732 TD 0.0092 Tc 0.0921 Tw [(Two-sided significance levels are defined as follows: *** is p < 0.001, ** is p < 0.01, * is p < 0.025)]TJ 0 10.9557 TD 0.0122 Tc 0.122 Tw (records used is equal to the number of reform-student records used.)Tj 0 -8.2459 TD 0.0149 Tc 0.1486 Tw (only 507 reform-student records for TitleIS schools, 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For any given tabulation, the w)Tj 60.8077 0 TD (eighted number of comparison-student )Tj -60.8077 -4.0501 TD 0.0101 Tc 0.1004 Tw (For IL and MA, the tabulations for measurement are based on approximately 20% fewer student records because this strand is not )Tj 61.3026 0 TD (scored separately by MA. )Tj -61.3026 -4.1084 TD 0.0118 Tc 0.1176 Tw (For WA, the tabulations for measurement, geometry, prob/stat, and algebra are based only on grade 4 student records. 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Note that students are encouraged to use their toolkit to)Tj 0 -1.2195 TD (help solve the problem.)Tj ET q 216.48 0 0 115.2 72.001 572.177 cm /Im1 Do Q BT 9.84 0 0 9.84 288.481 572.177 Tm 0 Tc ( )Tj ET q 194.88 0 0 118.08 303.121 572.177 cm /Im2 Do Q BT 9.84 0 0 9.84 72.001 556.337 Tm -0.0003 Tc (Figure a. Sample multiple-choice items from the grade 3 ISAT)Tj ET q 287.76 0 0 183.84 72.001 364.097 cm /Im3 Do Q BT 9.84 0 0 9.84 72.001 348.497 Tm (Figure b. Released multiple-choice item from the grade 4 MCAS)Tj 0 -1.8293 TD (The state tests in Washington and Massachusetts included short-answer questions. Figure c shows two short-answer)Tj 0 -1.2195 TD (questions from the grade 4 MCAS. 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Figure e is the corresponding scoring rubric.)Tj ET endstream endobj 484 0 obj<>stream BT /F1 1 Tf 0 -10.2336 10.2336 0 461.0529 665.777 Tm 0 g /GS1 gs 0.0514 Tc 0 Tw (State)Tj 13.1567 0.0469 TD 10.2789 Tc (2345)Tj 39.5638 -0.0469 TD 0.0303 Tc (Total)Tj /F2 1 Tf -56.3555 -1.9231 TD 0.0053 Tc 0.1868 Tw [(Illinois)-13361.7(2)-110.7(8)-110.7(9)-8366.8( )]TJ 27.3942 0 TD 0.0175 Tc 0.1746 Tw [(290*)-8330.7(2)-98.5(7)-98.5(5)-8354.6( 254*)]TJ 28.7972 0 TD 0.0782 Tc 0 Tw (1,108)Tj -56.1914 -1.9231 TD 0.0156 Tc 0.1765 Tw [(Massachusetts)-9645.5(9)-139(3)-9224.4(1)-100.4(5)-100.4(9)-8356.5( 158*)-8660.9(8)-139(1)-6363.2(4)-100.4(9)-100.4(1)]TJ T* 0.0192 Tc 0.1729 Tw [(Washington)-10697.4(1)-96.8(7)-96.8(7)-8352.9( 178*)-7766.1( 178*)-8328.9(1)-96.8(2)-96.8(5)-6054.6(6)-96.8(5)-96.8(8)]TJ /F1 1 Tf T* 0.0303 Tc 0 Tw (Total)Tj /F2 1 Tf 16.182 0 TD 0.116 Tc (559)Tj 10.8349 0 TD (627)Tj 10.8349 0 TD (611)Tj 10.8349 0 TD (460)Tj 7.5047 0 TD 0.0782 Tc (2,257)Tj /F1 1 Tf -55.652 -17.4015 TD 0.0122 Tc 0.122 Tw (State-Grade Level)Tj 14.3762 1.2899 TD 0.0033 Tc 0 Tw (Everyday )Tj -0.8677 -1.243 TD 0.0113 Tc (Mathematics)Tj 10.5066 0 TD 0.0061 Tc 0.0611 Tw [(Investigations)-3275(Math Trailblazers)]TJ 23.8274 0 TD 0.0303 Tc 0 Tw (Total)Tj /F2 1 Tf -48.3818 -1.2899 TD 0.006 Tc 0.0597 Tw [(Illinois-Grade 3)-9302.5(2)-110(0)-110(3)-9562.2(0)-9968(1)-148.6(3)-9234(2)-110(1)-110(6)]TJ 0 -1.243 TD [(Illinois-Grade 5)-9302.5(1)-110(6)-110(8)-9562.2(0)-10272.9(6)-9639.7(1)-110(7)-110(4)]TJ T* 0.0098 Tc 0.0975 Tw [(Massachusetts-Grade 4)-5592.7(6)-144.8(4)-9558.5(6)-144.8(3)-9863.4(0)-9635.9(1)-106.2(2)-106.2(7)]TJ T* 0.011 Tc 0 Tw (Washin)Tj ET q 1 i 151.453 87.377 11.76 617.28 re W n BT 0 -10.2336 10.2336 0 153.373 668.1808 Tm 0 Tc (g)Tj ET Q BT 0 -10.2336 10.2336 0 153.373 662.3781 Tm 0.1103 Tw [(ton-Grade 3)-6975.5(6)-143.6(4)-9557.3(1)-143.6(5)-9557.3(3)-143.6(4)-9229(1)-105(1)-105(3)]TJ -3.9672 -1.243 TD 0 Tw (Washin)Tj ET q 1 i 138.733 87.377 11.76 617.28 re W n BT 0 -10.2336 10.2336 0 140.653 668.1808 Tm 0 Tc (g)Tj ET Q BT 0 -10.2336 10.2336 0 140.653 662.3781 Tm 0.1103 Tw [(ton-Grade 4)-6975.5(6)-143.6(3)-9557.3(1)-143.6(5)-9557.3(3)-143.6(4)-9229(1)-105(1)-105(2)]TJ /F1 1 Tf -3.9672 -1.243 TD 0.0303 Tc 0 Tw (Total)Tj /F2 1 Tf 16.182 0 TD 0.116 Tc [(562)-9147.3(9)-38.6(3)-9452.3(8)-38.6(7)-9124(742)]TJ -4.2214 37.9925 TD 0.0135 Tc 0.1347 Tw (Table 1: Number of school/grade case records coded for the implementation)Tj 10.5066 -1.243 TD 0.0113 Tc 0.1134 Tw (survey, by state and grade level)Tj -17.894 -23.03 TD 0.012 Tc 0.1198 Tw (Table 2: Number of eligible reform school/grade cases, by state, grade level, and reform program)Tj /F1 1 Tf 19.4418 -2.4859 TD 0.0007 Tc 0.0065 Tw (Reform Program)Tj /F2 1 Tf 0 -8.2368 8.2368 0 357.133 703.217 Tm 0.012 Tc 0.1201 Tw [(* Student achievement data is available for these five state/grade combinations, which include a)]TJ 0 -1.5443 TD 0 Tc 0 Tw ( )Tj 0.4216 0 TD ( )Tj 0.4216 0 TD ( )Tj 0.4216 0 TD ( )Tj 0.4216 0 TD 0.0131 Tc 0.1305 Tw (total of 1,058 school/grade case records.)Tj /F1 1 Tf 0 -10.2336 10.2336 0 478.5729 375.857 Tm -0.0129 Tc 0 Tw (Grade)Tj ET 475.453 139.937 0.72 443.52 re f 458.413 87.857 0.72 617.28 re f 399.373 87.857 0.72 617.28 re f 239.773 250.817 0.72 332.64 re f 201.613 139.937 0.72 565.2 re f 138.013 139.937 0.72 565.2 re f endstream endobj 485 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 486 0 obj<> endobj 487 0 obj<> endobj 488 0 obj<> endobj 489 0 obj<>stream HDT TT~ϵEQ@$R̲,Kb*?M"P5ibESRM 5$."*HY439wfД EӴspdthHp6VS DIW[21缟23N8WOKNtqٲ-[)>|Ʌ1[Uf۳):^Vmۦ~!KfiuQ,FiR5tufL}:(LHԩD۬䬴4.M=E)jIQ)ʓДEQQT,C%JJB1RjQevfMD"1J$'m1A3KZ$}anw®7۟`pxq 'y,^DAua naTÕU^މ*-ܫ.2<S جDJF3{$=. uFC?ɊRa{JׂQ>F0w&;,pw5E9.hl>;l4 \HxcF7!W_!* xB:&bb*zTa:$BbJVf ȡE8/g3Q!ٽvg-He]$?; 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Administration of the test in)Tj -29.8049 -1.2195 TD (grade 4 was voluntary in 1997 and required since 1998. A total math score is reported along with scores in the)Tj T* (following content and process strands:)Tj /F4 1 Tf 0 -2.1219 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Number Sense)Tj /F4 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Measurement Concepts)Tj /F4 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Geometric Sense)Tj /F4 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Probability and Statistics)Tj /F4 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Algebraic Sense)Tj /F4 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Solving Problems)Tj /F4 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Reasoning Logically)Tj /F4 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Communicating Understanding)Tj /F4 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Making Connections)Tj -1.8293 -1.5366 TD -0.0004 Tw (Information and sample items are available at www.k12.wa.us)Tj ET 256.561 462.257 63.6 0.24 re f BT 9.84 0 0 9.84 72.001 445.697 Tm -0.0005 Tc 0 Tw (The )Tj /F3 1 Tf 1.8049 0 TD -0.0003 Tc (Iowa Test of Basic Skills)Tj /F1 1 Tf 9.8293 0 TD ( \(ITBS\) is a norm-referenced test. 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Note the following:)Tj /F3 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (The estimated bias for all but one of the situations described in Table 13 is positive. Positive bias)Tj 0 -1.2195 TD (means that treatment effects are overestimated, and in a direction that favors the reform students.)Tj /F3 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (For realistic covariate reliabilities \(0.99 for reading score, and 0.98 for the remaining covariates\), the)Tj 0 -1.2195 TD (estimated bias is typically smallaveraging 4 to 5%, and rarely exceeding 10%.)Tj /F3 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Even for relaxed covariate reliabilities that are substantially smaller than those likely to hold for this)Tj 0 -1.2195 TD (study, the estimated bias is frequently less than 10% and rarely exceeds 20%)Tj /F2 1 Tf -1.8293 -2.8049 TD (An alternative analysis)Tj ET 90.001 444.017 96.24 0.24 re f BT /F1 1 Tf 9.84 0 0 9.84 90.001 427.457 Tm (School reading score is a covariate that was used in matching and that was measured after treatment)Tj 0 -1.2195 TD (implementation. It is plausible that student reading scores may have improved as a result of using one of)Tj T* (the reform programs, which would complicate the interpretation of treatment differences and effect sizes.)Tj 0 -1.8293 TD (An alternative analysis was therefore considered. The matching procedure was repeated, but average school)Tj 0 -1.1707 TD (reading score was dropped as a required matching variable in each case.)Tj /F5 1 Tf 6 0 0 6 373.441 378.017 Tm 0 Tc (1)Tj /F1 1 Tf 9.84 0 0 9.84 376.321 373.937 Tm -0.0003 Tc ( Table 14 summarizes the)Tj -29.0976 -1.2683 TD (treatment differences estimated under this revised matching procedure. For each state/grade combination:)Tj /F3 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Differences in line \(A\) are the average differences reported in Table 7, under full matching that)Tj 0 -1.2195 TD (included school reading score. All differences have been adjusted, as described in Appendix A.4.)Tj /F3 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Differences in line \(B\) are the average differences under revised matching that excluded school reading)Tj 0 -1.2439 TD (score as a matching variable. These differences have been adjusted as described in Appendix)Tj 0 -1.1951 TD [(A.4using the full set of matching variables, but not)22.7( the reading scores.)]TJ ET 305.041 285.137 12.48 0.24 re f BT /F3 1 Tf 9.84 0 0 9.84 90.001 268.3371 Tm 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Differences in line \(C\) are the average differences under revised matching, now adjusted using all)Tj 0 -1.2195 TD 0.0008 Tw (matching variables and the reading scores.)Tj ET 185.041 254.897 14.16 0.24 re f BT 9.84 0 0 9.84 90.001 241.2171 Tm 0 Tw (The weighted-average difference for the test variable total using lines \(B\) is about 8% higher than the)Tj T* (weighted-average difference using lines \(A\). The differences in lines \(B\) completely ignore the reading)Tj T* (score covariateat both the matching and adjustment phase.)Tj 0 -1.8293 TD (The weighted-average difference for the test variable total using lines \(C\) is about 20% lower than the)Tj 0 -1.2195 TD (weighted-average difference using lines \(A\). The differences in lines \(C\) are adjusted for all of the)Tj T* (matching variables used, including the reading score covariate. Under the revised matching procedure, the)Tj T* (averages for all matching variables used are virtually identical for reform and comparison students. The)Tj T* (differences in average reading scores for reform and comparison students, however, are substantially)Tj T* (greater than those obtained previously and shown in Table 6. \(For example, the two largest differences are)Tj T* (double the size of the largest difference obtained previously.\) Consequently, the adjustments used to)Tj T* (generate the differences in lines \(C\) are principally driven by these differences in average reading scores.)Tj T* (Moreover, reform students have higher average reading scores in three of the state/grade combinations, and)Tj 12 0 0 12 90.001 87.1371 Tm -0.0002 Tc ( )Tj 7.2 0 TD ( )Tj ET 90.001 89.537 144 0.48 re f BT 6 0 0 6 90.001 78.257 Tm 0 Tc (1)Tj 9.84 0 0 9.84 92.881 74.1771 Tm -0.0003 Tc ( In Massachusetts, available data did not permit alternative matching.)Tj ET endstream endobj 555 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 556 0 obj<> endobj 557 0 obj<> endobj 558 0 obj<>stream H|VytT}7$(ox%H dXN$ 2C2AB*)RART|J.l=RhAȼ~o)o޻z~;e(9gy1 ~ǕVk0Z\*7G1e{5Uwp\3+/:(e !k3O2l1ǵә <=ԟXXWU5JFc'YI*oٶؚs8n~5k枼xAr5mƱmzER*?T6BQ%Gby gT#=Sog6v^Ў"_*unr{g/oS%pn;8zF< 4oD=܅F%8`}X)ϳJ>E[s1 p@ -zkyں(PhCl*2mlu3qDn,lY9B4 ʻ:%"ǻL}I`+R"DjDGw݂8Ѐm$" 8z2tyh]hRcI5~?֢ -G{腱% K)5X+vzH'zjCB{PJk%J"Z4jb$ulǻÙ4^ܤ~9Ta.L*P*zP#"Wϋ[2 gjh5[j5!oGVUbA>ckQ2䦱"ZG9F_ӿ`p$] 1K6pN|#-eW*,Y"9Ur!yUTfmWۯn;/E vO)Pu ]\. 7sǽ͵sQ epdF3iWeJoc?@ǸJ-9Ft # ωr1SlE(N%[2Ed#Ҕʿk["UU%T5DMVsu]]&jg9"UZGg"gsg >p{t"\z!U8+r?OF,ܩb/^t84U2)d!hLwsWoMus;;/pDqя}~ V >ɩv*# l ܆r&-!"E>Ao\C KS{2UMp[CHqt?JBQ7Z{LV-IE G$Bu[EQr,Լcq议t[$3ץY;ƈճijʲ8찪~}<;=JOKMݻ]zuJLء}mZDGEp:4%!c fTС6m3uf ~\}a5q֜?9͚9-g!+=M٘o 4|D7o0!0vI&t9x^ vuQyF^ydz"b̌7j(>ˆL1|;Sv̢b'?.IO3)ԘbdN /tΰk qK.3>ڤ|3&yW=*MAOBn*eQl+\Ă:{+K&dUs~f+cNѸ&F-ttrXW1^mL2J#8jos%iuqm [(R" cau+RY#2qCzΑx )g"Xj[e|"f<_0ͷM{;{ب'-򇸙j-3ty 0jt^|(Ki&efZǔZb -9Pa-YPb3a`F$Zul 77 F'{Pۂ1QlI&dXM9?W}lS?~8B /~6]@Ogc'$KBtP0P!F)ڤ hKR'0A6HSV&QPEx{HZ6ٿs=w=>#2/t4e?vԽI3]] izQ29o%fVfepzjZyZx3l/XۆiuHk,gIqgOs LKiUF,8.KA70P t t'Sfޗz8đhkU.{yHAŃ ]~m\g>rkJF;uCA:G?.C9=ۂځo 2-:Agck"p W(.P9h3h?Go{; ݁awrv:  _~X} 'Rc.qx c4C1pfCCήPM0!"n@?Q_vE(qء/H:O]?=oms~4'ouc= {'Un@;8 ('^K u28C|{l͸@xX'Hݗߢ_پrԽjWϰ>R_ܾ!5(ƺpڠڂ)x^yS\HJjPtYM&`.K Gz "Mb4B [RHIה.`A Hz`$\ El@Kl@S,tݢ紲~ eKr@g'cHqNŚ1Kha3Q͌2Ce:3.r, ӊz>3&30ό"fxX#kVj4.zUMi6bbEe( y\/-MUn5HW**}ؠ|(\n)B~BlnvM@VXA7t?~8J^Х eY;(/wRndYc_f,rqb#ް􉑻Z9_[Fֱ 0?t9%DyRW* ]:YH`6fVc]uJLMJ0?U/jz2 c_ڟJ <I5q\{gRPԈ1'j֯tJzؠ5YsLU7ji͘!f1]A}n$ۢ/q ::M8ɖ:8Q(pQr2Kd*bWdERHL]׃;ڌda$.%/f)%s-&Z,f^fy՗d.X[,ƒTYt 3v<)dHw,'qb,<S~ޞܚSD%iv9k0Rn 10nϣqvxǸݎp&ǒ]n%xZ߼lX)5V˞R]ƫXe|2>V^/" zT|*y5"y{ &dbgi73}a3 UKCKC wU[0ZU.s|a ڝMѭ? ]e0.EM;E3[cf-]|JfCߌQ|ŧN鴈_ݖ^C8t7Et$< ڬDL ੒^ _ؔݑN)CQCb4_gLIK,sl]wW7^wjaA|g7ǛylWOWh `KEBb}Y@-fY {ea|e'<*[eol˶>kl\[ vn޶JF֢)D;i+u6Z[~HQi]zϮfC"Q 8d,A MWIp-z793 r \ endstream endobj 559 0 obj<> endobj 560 0 obj<> endobj 561 0 obj<>stream Hbd`ab`ddHI, Mf!CG&2f^Fp7B L9Teg(h$k*ZZHs0i\Y\[_T_X[PZZTB!X!Q(1%57([!?M(\RY讐_ Z\TXZ %{ߏ 40/){_xùE}=:mBwyԟJ&β\[=[{nyGe%{x_YOeo4Ɇ)I x.lP;;2*_|O~}?' `xT endstream endobj 562 0 obj<> endobj 563 0 obj<>stream HTPj0 +t҃i!XRrfۻVR6s-=،Fi$/5Gpj:֠.8 \6*Q,=$%AK N#{4c'8w"+h#0h[8ڽJ&gey|4.^* N -4l#7eT?2[%MX$,SqUcky&DƲSKWVkirb95'go_r endstream endobj 564 0 obj<> endobj 565 0 obj<>stream Hbd`ab`ddruM(c!CGjc=L{Xٸr3sADbAAQ~Ejaibs~AeQfzFF4 @1%?)U!$5X3/9 ($5EOA1'GlBBQjqjQP< XP\}7 L B a ~0&U~=8{,`[ʝߧ`mkfmDr6ܴZo;پ7|_;4lxN],6e?d\?=-4*U7'/$ qȍOC^vw{_N[7`ێe{o7~Ƽ☄:܅SV%lyҹ;i[)?nqX>0h[Yiȩ߶z#@_qb',nɬ-*[{|0m3f=VѪ;K6H-Lj9?M>E  endstream endobj 566 0 obj<> endobj 567 0 obj<> endobj 568 0 obj<> endobj 569 0 obj<>stream HLTkTSWp AuAZ@PZ4܀ -PʫBS((jkEBD[uT3om{}yR'0j$inE@KCm4]R 3)3B;}$8C@OK< 4#(U<;>% Yf߯0~ Q/<]mM7*R,9&# A<g):E&ŠB{a!ޕy(A2[vTHC-ʘ謫[dcu+ a}F=TdIK?d}$ڰl~lQ^ ̞̲b۔ _9*!$Mgn/3a4`IvLzFmTCar4&A 0bF.|_ATdt)rט, 66ix!÷Pc%/BqY [ Ҍmd,|Qy}BJ#SA6.o/"$1姳F#lƁFri9dup`C>OU6WA?^8l'$ל"zL xD52]m֓B:[Z{(KB%Jj55̉g(:W|[Iwtkі ?Iq~r f!@ ,Lwai^a6Jd*9~yk2FjRՑO[)SlE;lʑV_Ux]6xU?Tvƥ&^ś^uƕqѮ+@TCBB劂P#ҭS:VÌ=ۙv39|~PxUe/0a1 ,ډTβ|]=r*X{ f~ q,T0axWԜQ=,t^uxw`hί]o0˓*U{$9X~Ǐ yƙ]宍ݲ/ځ# a؍=AC>HP| JV٫4.*xs-D-4 wFw]o:HimmjBt(h:\yQ}G#Z 3=)`g۫t- 5ޯ**=pTjnVdR?Sar97PaB}Nwm`@Iʹ[m/Fh{5Qw51S飵:M#;ExGLp~ K[- ;uai.|VИF_MbASq*<[͗vIe#峍ѹ|I.f3C b;a>MHQ^#|}l} hfFIN2ae!n VpEUw[weop 2_a ?R$`=E@Er],J'h]p˯="83+6;hG]|h !>Js|">V wa*8z 6:Pow,7ߢ=zk\9+q8AFhuB\ Q>r2 ?&VoJZ+kBdkMO15F!uQMʦ{)C/A&^ډKE=-x$L=nfG8XzX‚;VN'(nQ@;1 P$67X ^@z>k9ɻ峾2Ya^:sZ`*--)OZՁM?ky} y!.-BHP Rc)j*Ef֤|o-.qN"dƋ2'x|tLJ$ϬJ4ԕ cv86Ž4lΚv{!'R`> endobj 571 0 obj<> endobj 572 0 obj<>stream 8;Z]"CD)7B%"u1k"o4A;V*(hJd1?p/Z#s]LZ'K"9>sl!U5C.E5\UI8gAV*0f@5u./ A;g.trRJn8ML2*BpiO72O((;/#GtFQHj+(hhB?8L&cKB)$8esuWCofWD3]^-I$?rf liWt_YOi4bKbrcUDkAcA0qQAH2=J FGL(Q@P/S$];a\!g'=j,%&J;a*eR)u1\X8W'<@ZsJZCFj%%U["4lXM63e %.\(BP3n>s`\(/ endstream endobj 573 0 obj 436 endobj 574 0 obj<>stream BT /F1 1 Tf 9.84 0 0 9.84 90.001 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw (26)Tj 0 68.2927 TD -0.0003 Tc (reform- and comparison-student scores. In fact, for this study, the method used to calculate a reference-)Tj 0 -1.2195 TD (value standard deviation has negligible impact on effect size.)Tj 0 -1.8293 TD (Consider \(avgX)Tj 6 0 0 6 152.641 678.257 Tm 0 Tc (R)Tj 9.84 0 0 9.84 156.721 680.177 Tm -0.0004 Tc ( avgX)Tj 6 0 0 6 187.921 678.257 Tm 0 Tc (C)Tj 9.84 0 0 9.84 192.001 680.177 Tm -0.0003 Tc (\), the unadjusted difference of average scores between reform and comparison)Tj -10.3659 -1.2195 TD (students for the test variable X within a given state/grade combination or subgroup of that combination.)Tj T* (The variance of this difference is)Tj 0 -1.8293 TD (Var\(avgX)Tj 6 0 0 6 129.361 636.257 Tm 0 Tc (R)Tj 9.84 0 0 9.84 133.441 638.177 Tm -0.0004 Tc ( avgX)Tj 6 0 0 6 164.641 636.257 Tm 0 Tc (C)Tj 9.84 0 0 9.84 168.721 638.177 Tm -0.0004 Tc (\) = Var\(avgX)Tj 6 0 0 6 221.761 636.257 Tm 0 Tc (R)Tj 9.84 0 0 9.84 225.841 638.177 Tm -0.0004 Tc (\) + Var\(avgX)Tj 6 0 0 6 278.881 636.257 Tm 0 Tc (C)Tj 9.84 0 0 9.84 282.961 638.177 Tm (\))Tj -19.6098 -1.8049 TD -0.0003 Tc (= \(1 f\))Tj /F3 1 Tf 3.3171 0 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 128.641 618.497 Tm (R)Tj 0.68 1 TD (2)Tj 9.84 0 0 9.84 135.841 620.4171 Tm (/n)Tj 6 0 0 6 143.521 618.497 Tm (R)Tj 9.84 0 0 9.84 147.601 620.4171 Tm ( + )Tj /F3 1 Tf 1.0732 0 TD ()Tj /F1 1 Tf 6 0 0 6 164.161 618.497 Tm (C)Tj 0.68 1 TD (2)Tj 9.84 0 0 9.84 171.361 620.4171 Tm (/n)Tj 6 0 0 6 179.041 618.497 Tm (C)Tj 9.84 0 0 9.84 183.121 620.4171 Tm (,)Tj -9.4634 -1.9268 TD -0.0004 Tc (where )Tj /F3 1 Tf 2.6829 0 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 122.401 599.537 Tm (R)Tj 0.68 1 TD (2)Tj 9.84 0 0 9.84 129.601 601.457 Tm -0.0004 Tc ( and )Tj /F3 1 Tf 1.9512 0 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 154.801 599.537 Tm (C)Tj 0.68 1 TD (2)Tj 9.84 0 0 9.84 162.001 601.457 Tm -0.0003 Tc ( are the population variances, n)Tj 6 0 0 6 284.881 599.537 Tm 0 Tc (R)Tj 9.84 0 0 9.84 288.961 601.457 Tm -0.0004 Tc ( and n)Tj 6 0 0 6 312.961 599.537 Tm 0 Tc (C)Tj 9.84 0 0 9.84 317.041 601.457 Tm -0.0003 Tc ( are the sample sizes, and f equals the proportion)Tj -23.0732 -1.3415 TD (of reform students sampled. The proportion f is approximately 0.81 within each state/grade combination.)Tj 0 -1.2195 TD (For example, in Illinois, surveyed schools include approximately 90% of all reform students in the state, the)Tj T* (response rate was 94%, and 96% of student records have no missing data: thus)Tj 0 -1.8293 TD (f = 0.90x0.94x0.96 = 0.81)Tj 0 -1.8049 TD (For all test variables )Tj /F3 1 Tf 8.3902 0 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 178.561 526.577 Tm (R)Tj 0.68 1 TD (2)Tj 9.84 0 0 9.84 185.761 528.497 Tm ( )Tj /F3 1 Tf 0.25 0 TD ()Tj /F1 1 Tf 0.549 0 TD ( )Tj /F3 1 Tf 0.25 0 TD ()Tj /F1 1 Tf 6 0 0 6 201.841 526.577 Tm (C)Tj 0.68 1 TD (2)Tj 9.84 0 0 9.84 209.041 528.497 Tm -0.0004 Tc ( and n)Tj 6 0 0 6 233.041 526.577 Tm 0 Tc (R)Tj 9.84 0 0 9.84 237.121 528.497 Tm ( )Tj /F3 1 Tf 0.25 0 TD ()Tj /F1 1 Tf 0.549 0 TD ( n)Tj 6 0 0 6 252.241 526.577 Tm (C )Tj 9.84 0 0 9.84 257.761 528.497 Tm -0.0003 Tc (\(unweighted\), so that)Tj -17.0488 -1.9024 TD (Var\(avgX)Tj 6 0 0 6 129.361 507.8571 Tm 0 Tc (R)Tj 9.84 0 0 9.84 133.441 509.777 Tm -0.0004 Tc ( avgX)Tj 6 0 0 6 164.641 507.8571 Tm 0 Tc (C)Tj 9.84 0 0 9.84 168.721 509.777 Tm (\) )Tj /F3 1 Tf 0.5854 0 TD ()Tj /F1 1 Tf 0.549 0 TD -0.0004 Tc ( 1.19)Tj /F3 1 Tf 1.9876 0 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 205.441 507.8571 Tm (C)Tj 0.68 1 TD (2)Tj 9.84 0 0 9.84 212.641 509.777 Tm (/n)Tj 6 0 0 6 220.321 507.8571 Tm (R)Tj 9.84 0 0 9.84 90.001 490.817 Tm -0.0003 Tc (For the associated estimated effect size \(avgX)Tj 6 0 0 6 270.721 488.897 Tm 0 Tc (R)Tj 9.84 0 0 9.84 274.801 490.817 Tm -0.0004 Tc ( avgX)Tj 6 0 0 6 306.001 488.897 Tm 0 Tc (C)Tj 9.84 0 0 9.84 310.081 490.817 Tm (\)/s)Tj 6 0 0 6 319.921 488.897 Tm (C)Tj 9.84 0 0 9.84 324.001 490.817 Tm -0.0003 Tc (, where s)Tj 6 0 0 6 359.281 488.897 Tm 0 Tc (C)Tj 9.84 0 0 9.84 363.361 490.817 Tm -0.0003 Tc ( is the sample estimate of )Tj /F3 1 Tf 10.3802 0 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 471.361 488.897 Tm (C)Tj 9.84 0 0 9.84 475.441 490.817 Tm -0.0003 Tc (, the)Tj -39.1707 -1.3415 TD (standard error is approximately 1.09/sqrt\(n)Tj 6 0 0 6 258.481 475.697 Tm 0 Tc (R)Tj 9.84 0 0 9.84 262.561 477.617 Tm (\).)Tj -17.5366 -1.8293 TD -0.0003 Tc (The effect sizes quoted in this report for a given state/grade combination have the form \(avgX)Tj 6 0 0 6 459.361 457.697 Tm 0 Tc (R)Tj 9.84 0 0 9.84 463.441 459.617 Tm ( )Tj -37.9512 -1.2195 TD -0.0006 Tc (avgX)Tj 6 0 0 6 111.361 445.697 Tm 0 Tc (CA)Tj 9.84 0 0 9.84 119.761 447.617 Tm (\)/s)Tj 6 0 0 6 129.601 445.697 Tm (C)Tj 9.84 0 0 9.84 133.681 447.617 Tm -0.0004 Tc (, where X)Tj 6 0 0 6 172.081 445.697 Tm 0 Tc (CA)Tj 9.84 0 0 9.84 180.481 447.617 Tm -0.0003 Tc ( is the adjusted comparison-student average described in Appendix A.4. More)Tj -9.1951 -1.1951 TD (generally, weighted-average effect sizes taken across state/grade combinations have the form )Tj /F3 1 Tf 37.439 0 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 464.161 433.937 Tm (i)Tj 9.84 0 0 9.84 465.841 435.857 Tm ( \(n)Tj 6 0 0 6 476.401 433.937 Tm (Ri)Tj 9.84 0 0 9.84 482.161 435.857 Tm (/N\))Tj -39.8537 -1.3415 TD -0.0005 Tc (\(avgX)Tj 6 0 0 6 114.481 420.737 Tm 0 Tc (Ri)Tj 9.84 0 0 9.84 120.241 422.657 Tm -0.0004 Tc ( avgX)Tj 6 0 0 6 151.441 420.737 Tm 0.001 Tc (CiA)Tj 9.84 0 0 9.84 161.521 422.657 Tm 0 Tc (\)/s)Tj 6 0 0 6 171.361 420.737 Tm (Ci)Tj 9.84 0 0 9.84 177.121 422.657 Tm -0.0003 Tc (, where n)Tj 6 0 0 6 213.361 420.737 Tm 0 Tc (Ri)Tj 9.84 0 0 9.84 219.121 422.657 Tm -0.0003 Tc ( equals the number of reform students sampled from state/grade i and N =)Tj /F3 1 Tf -13.1219 -1.1951 TD 0 Tc ()Tj /F1 1 Tf 6 0 0 6 95.761 408.9771 Tm (i )Tj 9.84 0 0 9.84 98.881 410.897 Tm (n)Tj 6 0 0 6 103.801 408.9771 Tm (i)Tj 9.84 0 0 9.84 105.361 410.897 Tm -0.0003 Tc 0.0002 Tw (. If all differences of average scores were unadjusted \(i.e., if each X)Tj 6 0 0 6 371.281 408.9771 Tm 0.001 Tc 0 Tw (CiA)Tj 9.84 0 0 9.84 381.361 410.897 Tm -0.0003 Tc ( was replaced by X)Tj 6 0 0 6 456.721 408.9771 Tm 0 Tc (Ci)Tj 9.84 0 0 9.84 462.481 410.897 Tm -0.0003 Tc ( in the)Tj ET 270.001 409.457 9.84 0.24 re f BT 9.84 0 0 9.84 90.001 397.937 Tm (expression above\), the general weighted-average effect size would have standard error )Tj /F3 1 Tf 34.7805 0 TD 0 Tc ()Tj /F1 1 Tf 0.549 0 TD -0.0003 Tc ( 1.09/sqrt\(N\). For)Tj -35.3295 -1.3171 TD (convenience, all significance levels quoted in this report are based on standard errors calculated via this)Tj 0 -1.2195 TD (simplifying assumption.)Tj 0 -1.8293 TD (A bootstrapping analysis was used to generate realistic standard errors of effect size, and these were)Tj 0 -1.2195 TD (compared with estimates calculated under the simplifying assumption. The latter were invariably larger,)Tj T* (usually exceeding the realistic standard errors by 25 to 50%. Thus, the actual p-values are consistently)Tj T* (smaller than the p-values used to determine significance levels within this report. For example, some effect)Tj T* (sizes reported as significant at the p < 0.01 level are very likely significant at the p < 0.001 level.)Tj /F2 1 Tf 12 0 0 12 90.001 277.697 Tm (A.6 Validity of Results)Tj 9.84 0 0 9.84 90.001 261.8571 Tm (Reliability of measures and regression artifacts)Tj ET 90.001 260.417 197.28 0.24 re f BT /F1 1 Tf 9.84 0 0 9.84 90.001 243.8571 Tm (The selection of matched/comparison schools is described in Section 2.4 and in Appendix A.1.)Tj T* (Measurement errors in any one of the covariates used for matching can bias the estimates of treatment)Tj T* (differences and effect sizes, and this problem has been described as a regression artifact. For example,)Tj T* (assume that schools were matched solely on the basis of fallible \(unreliable\) reading test averages: School)Tj T* (mathematics test averages would regress toward the respective group means, resulting in an overestimate of)Tj T* (the treatment effect. The key feature here is reliability, which may be conceptualized either as stability or)Tj T* (high test-retest correlation. Matching on unreliable covariates may bias the estimates of treatment effects.)Tj 0 -1.8293 TD (With the exception of average school reading score, all matching variables were measured as either school-)Tj 0 -1.2195 TD (wide percentages or school-grade percentages. In some cases these percentages were calculated by)Tj T* (aggregating individual student data; in other cases, reported school-level data was used. \(See Table 12.\) All)Tj T* (such measures may be considered to be extremely reliable, even when school-level data is used as a)Tj T* (surrogate for grade-specific data. For example, in grades 3 and 5 for Illinois, two independent sources of)Tj T* (race/ethnicity data are availablethe School Report Card reports school-level data, and the student file can)Tj T* (be aggregated to generate grade-specific data. The correlation between these measures exceeds 0.98; and)Tj ET endstream endobj 575 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 576 0 obj<> endobj 577 0 obj<>stream 8;Z]"bn<9,%"l7n$h!=?q&+;/Qu#r>E>SbRqY=A3=6D/9N 9h88RleqPk44k"H#McRN3g7KD+sm?s"?#YG8'P"E1@J3t?^-K5(%e?-b7N7BPQ(*ou2*RPN,pO81dj1nh q8%cb- endstream endobj 578 0 obj 301 endobj 579 0 obj<>stream BT /F1 1 Tf 9.84 0 0 9.84 512.161 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw (25)Tj /F2 1 Tf 12 0 0 12 90.001 710.897 Tm -0.0003 Tc (A.4 Corrective Adjustment for Matching Differences)Tj /F1 1 Tf 9.84 0 0 9.84 90.001 695.057 Tm (The matching routine described above identified, for each reform school-grade case, a comparison school)Tj 0 -1.2195 TD (that resembled the reform school with respect to the matching variables. Table 4 shows that there is)Tj T* (generally close agreement between the reform-student and comparison-student averages for those matching)Tj T* (variables. But differences do exist that could bias any comparisons. Therefore, comparison-student)Tj T* (averages for the overall test score variables \(math and total\) and all remaining test variables \(such as)Tj T* (computation, algebra, and problem solving\) were adjusted before any tabulated comparisons were)Tj T* (made. Adjustment ensured that any bias ensuing from the matching procedure was minimized.)Tj 0 -1.8293 TD (The adjustment procedure followed these steps:)Tj 0 -2.122 TD [(1.)-1079.6(Comparison-student averages were adjusted independently within the five different state-grade)]TJ 1.8293 -1.2195 TD (combinations. And they were adjusted independently for each test variable within a given state-grade)Tj T* (combination.)Tj T* (In cases of subgroup analysis that required comparisons by race/ethnicity, income, and gender,)Tj T* (averages were also adjusted independently within each relevant subgroup.)Tj T* (Example: For a subgroup analysis by gender, comparison-student averages were adjusted)Tj ET 108.001 522.737 37.68 0.24 re f BT 9.84 0 0 9.84 108.001 512.1771 Tm (independently for males and females. And for each gender, adjustments for the different test variables)Tj T* (\(such as total, geometry, and algebra\) were executed independently. Finally, all adjustments)Tj T* (within a given state-grade combination were executed independently of those for the other)Tj 0 -1.1951 TD (combinations.)Tj -1.8293 -1.8537 TD [(2.)-1079.6(Consider a given test variable for a given subgroup, within a given state-grade combination. Using)]TJ 1.8293 -1.2195 TD (comparison student data for that subgroup, a linear regression of the test variable \(dependent variable\))Tj T* (was run on all of the matching variables \(independent variables\) used by the matching routine for that)Tj 0 -1.1951 TD (state-grade combination.)Tj -1.8293 -1.8537 TD [(3.)-1079.6(Let Pred\(y|X\) denote the value of the resulting predictive equation, evaluat)19.6(ed for a specific)]TJ 1.8293 -1.2195 TD (combination of matching \(independent\) variables X. More specifically, let)Tj T* (Pred\(y|reform X\) = Pred\(y|observed matching variable averages for reform students\))Tj 0 -1.1951 TD (Pred\(y|comparison X\) = Pred\(y|observed matching variable averages for comparison students\))Tj -1.8293 -1.8537 TD [(4.)-1079.6(Let Obs\(y\) denote the observed average for the given subgroup of comparison students on the given)]TJ 1.8293 -1.2195 TD (test variable. Obs\(y\) was adjusted as follows:)Tj 0 -1.1951 TD (Adj\(y\) = Obs\(y\) + [Pred\(y|reform X\) )Tj /F3 1 Tf 15.0347 0 TD 0 Tc ()Tj /F1 1 Tf 0.549 0 TD -0.0003 Tc ( Pred\(y|comparison X\)])Tj -15.5837 -1.3415 TD (The adjusted difference between averages for this test variable and subgroup that was used for)Tj 0 -1.2195 TD (tabulations is:)Tj 0 -1.1951 TD (Observed test-variable average for the subgroup of reform students )Tj /F3 1 Tf 27.0488 0 TD 0 Tc ()Tj /F1 1 Tf 0.549 0 TD -0.0003 Tc ( Adj\(y\) .)Tj -29.4271 -1.6341 TD (The adjusted difference for any test variable and subgroup furnishes an estimate of the treatment effect)Tj 0 -1.2195 TD (for that variable and subgroup, where treatment is defined as use of one of the reform programs. The)Tj T* (adjusted difference estimates are similar in form and generally quite close to the treatment estimates)Tj T* (furnished by an analysis of covariance \(ANCOVA\) model with multiple covariates \(the matching)Tj T* (variables\), where the regressions are constrained to be linear and parallel. The adjusted difference estimates)Tj T* (are also generally quite close to the estimates furnished by an ANCOVA model that allows for non-parallel)Tj T* (regressions, where each covariate is included in the model as a deviation from its overall mean \(for)Tj T* (combined reform and comparison students\). See Thomas Cook and Donald Campbell, )Tj /F4 1 Tf 34.7073 0 TD (Quasi-)Tj -34.7073 -1.2195 TD (Experimentation)Tj /F1 1 Tf 6.6585 0 TD (, Houghton Mifflin, 1979: p. 155.)Tj /F2 1 Tf 12 0 0 12 90.001 148.0971 Tm (A.5 Calculation of Effect Sizes and Their Standard Errors)Tj /F1 1 Tf 9.84 0 0 9.84 90.001 132.257 Tm (Each calculation of effect size for a difference of average scores used the standard deviation of the)Tj 0 -1.2195 TD (comparison-student scores. The focus of this study is on change relative to the untreated groupi.e.,)Tj T* (relative to the set of comparison students. 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Additionally, the difference in number of students between a reform school and its match was)Tj 0 -1.2195 TD (minimized to the extent possible.)Tj /F2 1 Tf 12 0 0 12 90.001 668.897 Tm (A.2 Exclusions and Missing Data Procedures)Tj /F1 1 Tf 9.84 0 0 9.84 90.001 653.057 Tm (Table 5 shows, for each state-grade combination, the student record counts for all reform and comparison)Tj T* (students at various stages of exclusion.)Tj /F3 1 Tf 0 -2.1219 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Column A shows total record counts for data available from state filesfor the combined set of reform)Tj 0 -1.1951 TD (and matched students, prior to any exclusions.)Tj /F3 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Column B shows record counts after mathematically-disabled, IEP, and special-education students)Tj 0 -1.2195 TD (records have been excluded.)Tj /F3 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Column C shows record counts after all remaining records containing incomplete mathematics test)Tj 0 -1.2195 TD (data have been excluded.)Tj /F3 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Column D shows the extent of missing variable information for the records in column C. At this stage,)Tj 0 -1.2195 TD (reading score and race/ethnicity are the only variables used by the matching routine that have any)Tj 0 -1.1951 TD (missing data for student records.)Tj -1.8293 -1.561 TD (No attempt was made to impute any missing reading score or race/ethnicity for students in Massachusetts.)Tj 0 -1.2195 TD (Records with such missing data \(1.2% of the total\) were simply excluded for all subsequent analysis. Nor)Tj T* (was any attempt made to impute any missing reading score in the remaining state-grade combinations.)Tj T* (Student records with this value missing were excluded from all subsequent analysis.)Tj 0 -1.8293 TD (Approximately 3% of student records included a missing value for race/ethnicity, and the pattern for this)Tj 0 -1.2195 TD (missing data was problematic in Illinois and Washington. Twelve different schools completely withheld)Tj T* (student race data: 7 in Illinois-grade 3, 4 in Illinois-grade 5, and 1 in Washington-grade 3. Nearly all of the)Tj T* (remaining schools had only a small percentage of missing race/ethnicity data. Excepting Massachusetts, the)Tj T* (following imputation strategy was used, and no such student records were excluded from the subsequent)Tj T* (analysis.)Tj /F3 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (For Illinois \(grades 3 and 5\), school-level race/ethnicity data was available from the School Report)Tj 0 -1.2439 TD (Card state data file. A school-level value for White percent was imputed as a surrogate for the)Tj 0 -1.1951 TD (student-level variable White to each student record for that school with missing data.)Tj /F3 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (For Washington \(grades 3 and 4\), the school-level value for White percent was calculated from the)Tj 0 -1.2439 TD (partial student data available for that school, and appended to student records as just described. For the)Tj 0 -1.2195 TD (one school with no available data, a school-level regression was run for Washington \(grade 3\) to model)Tj T* (White percent as a function of the remaining matching variables. The predictive equation generated)Tj 0 -1.1951 TD (an imputed value that was appended to student records as just described.)Tj /F2 1 Tf 12 0 0 12 90.001 239.2971 Tm (A.3 Construction of Case Weights for Comparison Students)Tj /F1 1 Tf 9.84 0 0 9.84 90.001 223.6971 Tm (Case weights were constructed for all comparison-student records. Use of case weights for all tabulations)Tj 0 -1.2195 TD (\(Tables 4 and 711\) ensured that comparison schools contributed to overall statistics with the same)Tj T* (proportions \(number of cases\) as their reform-school counterparts.)Tj 0 -1.8293 TD (The case weight is the same for all students within a given comparison school-grade, but varies over the set)Tj 0 -1.2195 TD (of comparison school-grades. 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Matching was carried out separately for each of the)Tj T* (five state-grade combinations. The variables used in matching for the different combinations were as)Tj T* (follows:)Tj /F3 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0003 Tc (Illinois:)Tj 0 -1.2439 TD (School averages for reading score, low-income percent, White percent, LEP percent, and mobility)Tj 0 -1.1951 TD (percent.)Tj /F3 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Massachusetts:)Tj 0 -1.2195 TD (School averages for reading score, free/reduced lunch percent, and White percent.)Tj /F3 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F1 1 Tf 1.3693 0 TD -0.0004 Tc (Washington:)Tj 0 -1.2195 TD (School averages for reading score, Title I Mathematics percent, and White percent.)Tj -1.8293 -1.8293 TD (In addition, for Washington State, the school variable Title IS identifies Title I schools \(At least 40% of)Tj 0 -1.2195 TD (the students receive free/reduced lunch.\) and was used as a stratification variable: A reform school and its)Tj T* (matched/comparison school were required to have the same Title IS designation. In Washington,)Tj T* (approximately 27% of all schools with third grade classrooms and 20% of all schools with fourth grade)Tj T* (classrooms are Title IS schools. \(The variable Title IS should not be confused with Title I Mathematics,)Tj T* (which is a student-level variable used to designate Title I students in mathematics.\))Tj 0 -1.8293 TD (As a starting position for comparing the values of matching variables for two schools within any state-)Tj 0 -1.2195 TD (grade combination, the maximum difference allowed in school reading scores was set to 1 point; and a)Tj T* (score variable \(a linear combination of the standardized school differences in the low-income variable,)Tj T* (White percent, mobility percent, and LEP percent\) was defined, using a weight of 2 for low-income)Tj T* (percent, and weights of 1 for the remaining variables. The low-income variable used varied according to)Tj T* (statelow-income percent in Illinois, free/reduced lunch percent in Massachusetts, and Title I)Tj T* (Mathematics percent in Washington.)Tj 0 -1.8293 TD (Passing through the reform schools sequentially, each reform school was compared with all available)Tj 0 -1.2195 TD (comparison schools, and a match declared for the lowest value of scoreignoring any score for a)Tj T* (comparison school that had been previously selected as a match for another reform school. For a given)Tj T* (set of weightings for the matching variables in the score variable, the list order of reform schools)Tj T* (determined the complete set of matches. A comparison school, once matched, could not be used again as a)Tj T* (match. Thus, reform schools not near the top of the list could receive relatively high matching scores,)Tj T* (because all of their most compatible comparison schools had already been used as matches. To remedy this,)Tj T* (the sequential matching procedure was repeated twice. Prior to each repetition, the 10% of all reform)Tj T* (schools having just received the highest matching scores were advanced to the top of the list. The matches)Tj T* (determined by the second repetition were regarded as the final matches.)Tj 0 -1.8293 TD (A maximum difference in averages between reform and matched schools of 2% for the low-income)Tj 0 -1.2195 TD (variable \(low-income percent in Illinois, free/reduced lunch percent in Massachusetts, and Title I)Tj T* (Mathematics percent in Washington\) was enforced. Similarly, a maximum difference in averages of 5% for)Tj T* (White percent was enforced. If either of these maxima was exceeded, the maximum difference allowed in)Tj T* (reading scores was broadened until such average differences were within their required ranges. \(A cap of 2)Tj T* (points was set for the difference in school reading scores.\) Once this situation prevailed, the matching)Tj T* (program was rerun several times, with the weights of the components of the score variable systematically)Tj T* (perturbedin an attempt to reduce further the difference in averages between reform and matched schools)Tj T* (for low-income percent. In all cases, for any alternative version of the score variable considered, the)Tj T* (weight of each non-low-income variable was constrained to be less than the weight of the low-income)Tj ET endstream endobj 593 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 594 0 obj<> endobj 595 0 obj<>stream 8;Z]"5n8Df$j?D+#Q#MT%"^l?C[(uCc9Vr%Z9-Hd,(sc&C69e)P1TS;4bV-m@5po1 l#$4O@g_FkX%QirENXSu*c`EA*>>DfeW,dQ endstream endobj 596 0 obj 218 endobj 597 0 obj[/Indexed/DeviceRGB 255 598 0 R] endobj 598 0 obj<>stream J,g]g+e/h_!_gCtO=0f)$P%cIi8Zdfc5&3j_8$7g.@L`YKUJNGBP\poR=_;Dl'P(T (7Boo^^S:71(MN]ZQX/+Cbu.lK"p74pe1T%s.DY%&\1TdJhr54.M9au6>79n6`Q:4 PbLSZTLEE(8E@'*1mg_*eTnN*;*'V3+gm-EEetX%;Bo$ur2ss*N`.-!.kG_q6GDD' dKoL!8Ka#EV,@V!\j8ZFbp6EE<9cn=N6j0nf;(&;QU6bUD')c@\ 9-d\DA=cZ0Q>gIM$$;cd2O@&a;X,Nn_aP(]I1aRc(K1^ue> gF/(+GaKo$qneLWDrQ#;5\S(\$q'4Q,85`-8;S(=Z"WSBOV*FM)4,?B],R endstream endobj 599 0 obj 481 endobj 600 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 90.001 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw (22)Tj 0 68.2927 TD -0.0003 Tc (Mokros, J., Berle-Carman, M., Rubin, A., & ONeil, K. \(1996, April\). Learning operations: Invented)Tj 0 -1.2195 TD (strategies that work. Paper presented at the annual meeting of the American Educational Research)Tj T* (Association, New York.)Tj 0 -1.8293 TD (Mokros, J., Berle-Carman, M., Rubin, A., & Wright, T. \(1994, December\). Full year pilot grades 3 and 4:)Tj /F3 1 Tf 0 -1.2195 TD (Investigations in Number, Data, and Space)Tj /F2 1 Tf 17.2439 0 TD (. Cambridge, MA: TERC \(available from the author\).)Tj -17.2439 -1.8293 TD (National Council of Teachers of Mathematics. \(1989\). )Tj /F3 1 Tf 21.9512 0 TD (Curriculum and evaluation standards for school)Tj -21.9512 -1.2195 TD (mathematics.)Tj /F2 1 Tf 5.2927 0 TD ( Reston, VA: Author.)Tj -5.2927 -1.8293 TD (National Council of Teachers of Mathematics. \(2000\). )Tj /F3 1 Tf 21.9512 0 TD (Principles and evaluation standards for school)Tj -21.9512 -1.2195 TD (mathematics)Tj /F2 1 Tf 5.0488 0 TD (. Reston, VA: Author.)Tj -5.0488 -1.8293 TD (Reys, R., Reys, B., Lapan, R., Holliday, G., Wasman, D. \(2003\). Assessing the impact of Stabdards-based)Tj 0 -1.2195 TD (middle grades mathematics curriculum materials on student achievement. )Tj /F3 1 Tf 29.6585 0 TD (Journal for Research in)Tj -29.6585 -1.2195 TD (Mathematics Education)Tj /F2 1 Tf 9.5122 0 TD 0 Tc (, )Tj /F3 1 Tf 0.5 0 TD (34)Tj /F2 1 Tf 0.9878 0 TD -0.0003 Tc ( \(1\), 7495.)Tj -11 -1.8293 TD (Riordan, J. E., & Noyce, P. E. \(2001\). The impact of two standards-based mathematics curricula on student)Tj 0 -1.2195 TD (achievement in Massachusetts. )Tj /F3 1 Tf 12.5854 0 TD (Journal for Research in Mathematics Education)Tj /F2 1 Tf 19.2927 0 TD 0 Tc (, )Tj /F3 1 Tf 0.5 0 TD (32)Tj /F2 1 Tf 0.9878 0 TD -0.0003 Tc ( \(4\), pp. 368398.)Tj -33.3659 -1.8293 TD (Schoenfeld, A. H. \(2002\). 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All of the effect sizes shown in the table are positive and favor the reform students, and all are)Tj T* (highly significant, except those for probability and statistics, which are significant at the p < 0.01 level.)Tj T* (While the effect sizes for females are very slightly larger for math and total and across all strands)Tj T* (except for probability and statistics, such differences are insignificant.)Tj /F4 1 Tf 13.92 0 0 13.92 265.681 588.257 Tm 0.0001 Tc 0.0014 Tw (4. Conclusion)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 569.057 Tm -0.0003 Tc 0 Tw (This study examined achievement test data for a near census of students in three states using NSF-funded)Tj T* (comprehensive elementary mathematics curricula. These students test results were compared to those of)Tj T* (students in non-using schools carefully matched by reading level, SES, and other variables. Possible bias)Tj T* (due to imperfect matching was controlled by adjustments based on regression studies. The principal finding)Tj T* (of the study is that the students in the NSF-funded reform curricula consistently outperformed the)Tj T* (comparison students: All significant differences favored the reform students; no significant difference)Tj T* (favored the comparison students. This result held across all tests, all grade levels, and all strands, regardless)Tj T* (of SES, gender, and racial/ethnic identity. Use of these curricula results in higher test scores.)Tj 0 -1.8293 TD (Two anomalous results deserve further study. One of these is the finding that for the most part reform)Tj 0 -1.2195 TD (students did not outperform the comparison students in probability and statistics. The few differences that)Tj T* (were statistically significant did favor the reform students, but those differences were smaller than in other)Tj T* (areas. Since all three reform curricula include considerable work with probability and data analysis, it may)Tj T* (be that the failure of the reform students to outperform the comparison students can be attributed to a)Tj T* (misalignment of the tests and the curricula. The tests in the study appear to assess primarily low-level skills)Tj T* (in probability and statistics and may therefore fail to measure the learning that the curricula promote in)Tj T* (these areas. A careful content analysis of the test instruments may resolve this issue.)Tj 0 -1.8293 TD (The other anomalous result is that although Hispanic students using the reform curricula generally)Tj 0 -1.2195 TD (outperformed the comparison Hispanic students, the differences were small and not statistically significant.)Tj T* (Understanding this result is complicated by the varying status of bilingual education in the several states)Tj T* (and differences among the states in the rules that govern when LEP students are required to take state-)Tj T* (mandated tests. Further study will require a careful look at the relationship among several factors including)Tj T* (use of language in the curricula, inclusion practices, and SES. It may be, for example, that limited English)Tj T* (proficiency among Hispanic students limits the benefit they receive from the classroom discussions that are)Tj T* (integral to these programs.)Tj 0 -1.8293 TD (There are at least two directions for further study. One is to examine implementation variables more)Tj 0 -1.2195 TD (carefully, including staff development, number of years of use, time allotted for mathematics instruction,)Tj T* (use of supplementary materials, and so forth. Questions about these variables were included in the)Tj T* (telephone survey of the reform schools, but without corresponding data for the comparison schools, the)Tj T* (analysis was limited. A minimum requirement for such a study would be to survey the comparison schools)Tj T* (to gather implementation data; a more ambitious approach would be to survey individual teachers in both)Tj T* (reform and comparison schools. 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Individual student records could not be used to identify low-income students.)Tj T* (Direct comparison between low-income students attending the reform and their matched schools was)Tj T* (therefore impossible. The low-income variable used in Massachusetts to define SES categories was the)Tj T* (student-level variable free or reduced lunch. \(Student-level data were aggregated to create the school-)Tj T* (level variable free or reduced lunch school percent, and this school variable was used to define SES)Tj T* (categories.\) This made it possible to directly compare students attending the reform and their matched)Tj T* (schools by free/reduced lunch status. And tabulations of adjusted differences were made in the usual way.)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For free/reduced lunch students, none of the differences are significant. 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Comparisons are reported by Title IS status for Washington State, and by socioeconomic)Tj T* (status \(SES\) categories for combined Illinois/Massachusetts data.)Tj 0 -1.8293 TD (Recall that in Washington State, the school-level variable Title IS was used as a stratification variable for)Tj 0 -1.2195 TD (matching: The comparison school for each reform school-grade case was required to have the same Title IS)Tj T* (status as the reform school to be matched. The tabulations for Washington in Table 9 offer a direct)Tj T* (comparison of effect sizes for lower-income Title IS students with those for higher-income non-Title IS)Tj T* (students.)Tj 0 -1.8293 TD (For Illinois and Massachusetts, a school-level variable called SES was defined for each reform school.)Tj 0 -1.2195 TD (The SES categories low, middle, and top were defined by using low-income school percent \(in)Tj T* (Illinois\) and free or reduced lunch school percent \(in Massachusetts\) to assign each school to one of these)Tj T* (three categories. Each comparison school was then categorized in the same way as the reform school it was)Tj T* (matched to. The SES categories defined for reform schools include the following percentages of low-)Tj T* (income \(Illinois\) and free or reduced lunch \(Massachusetts\) students: 47% in low, 12% in middle, and)Tj T* (2% in top. That is, 47% of the students in the low category schools are low-income, 12% of the)Tj T* (students in the middle category schools are low-income, and 2% of the students in the top category)Tj T* (schools are low-income. Virtually the same percentages hold for the SES categories defined for the)Tj T* (comparison schools. Table 9 offers a direct comparison of effect sizes for the three SES categories of)Tj T* (schools.)Tj 0 -1.8293 TD (The effect sizes shown by Table 9 are quite similar across SES and Title IS categories for the overall test)Tj 0 -1.2195 TD (score variables math and total. All such effect sizes are highly significant and all favor the reform)Tj T* (students. Effect sizes for students in low-SES and top-SES schools are at the same level, and marginally)Tj T* (higher than those for students in middle-SES schools. Effect sizes for Title IS students are marginally)Tj T* (higher than those for non-Title IS students, and marginally lower than those for low-SES students.)Tj 0 -1.8293 TD (The pattern of effect sizes across SES categories varies according to the mathematics strand.)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For computation, effect size increases with SES status. The effect size for students in low-SES schools)Tj 0 -1.0244 TD (is two-thirds that for students in high-SES schools.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For measurement, effect sizes for students in low- and high-SES schools are at the same level, and are)Tj 0 -1.0244 TD (larger than the effect size for students in middle-SES schools by a 4 to 3 margin.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For geometry, the effect size for students in low-SES schools is three times that for students in high-)Tj 0 -1.0244 TD (SES schools. The effect size for students in middle-SES schools is zero \(no difference between reform)Tj T* (and comparison students\).)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For algebra, all effect sizes are at about the same level.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For probability and statistics, the effect sizes are exceptional, just as they were within Tables 7 and 8,)Tj 0 -1.0244 TD (and the previous discussion applies.)Tj -1.8293 -1.5366 TD (Except for probability and statistics, all of the effect sizes noted above are highly significant and all favor)Tj 0 -1.2195 TD (the reform students.)Tj 0 -1.8293 TD (A similar analysis of the pattern across Title IS and non-Title IS categories according to strand is not)Tj 0 -1.2195 TD (productive except for the computation strand. The Title IS effect sizes for measurement, geometry, algebra,)Tj T* (and probability and statistics are based on 507 student records, representing only six schools. While these)Tj T* (effect sizes are reported in Table 9, they should not be considered as reliable. For the computation strand,)Tj T* (the Title IS effect size is positive \(favoring reform students\), not significant \(although nearly so\), and)Tj T* (actually larger than the corresponding effect size for non-Title IS students.)Tj ET endstream endobj 645 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 646 0 obj<> endobj 647 0 obj<>stream 8;Z]"$aPC-$q7KEp;;?bTBmr[Gp(OeK+qc!BHMFL((Fno,(c+4 1[?R^-)fC`Q.MT$jk.->%EWTf?=+iUA@CR!K"uiu>4`btqeM8\;)+k,p5UTeh:UWc ]H(NBca*%\U7TCLX4c&Mn75BBj endstream endobj 648 0 obj 447 endobj 649 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 509.761 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw ( 17)Tj -42.6585 68.2927 TD -0.0003 Tc (The effect sizes for probability and statistics are exceptional within Table 8, just as they are within Table 7.)Tj 0 -1.2195 TD (They are small and generally favor the reform students, but are not statistically significant except for)Tj T* (Whites. The combined state-grade effect size for probability and statistics is highly significant, but so small)Tj T* (\(0.025\) that the result lacks practical significance.)Tj 0 -1.8293 TD (The effect sizes shown in Table 8 are averages of the effect sizes for racial/ethnic subgroups taken across)Tj 0 -1.2195 TD (the state-grade combinations. But Table 8 conveys no information about the actual test variable averages)Tj T* (and their differences that were used to calculate the effect sizes. Figure 3 complements Table 8 and shows)Tj T* (averages for the overall test score variable total by racial/ethnic subgroups, within state-grade)Tj T* (combinations. The differences in adjacent bar heights represent the differences in averages that were used)Tj T* (to calculate effect sizes and construct the Table 8 effect sizes for total.)Tj ET q 360.72 0 0 311.52 90.001 276.257 cm /Im7 Do Q BT 9.84 0 0 9.84 90.001 260.657 Tm (Figure 3 shows several consistent patterns:)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Of the 20 comparisons shown, 19 favor reform students. The only comparison favoring comparison)Tj 0 -1.0244 TD (students is for Hispanics within Washington-grade 3.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (The actual differences in averages between reform and comparison students are roughly similar within)Tj 0 -1.0244 TD (and across the state-grade combinations for Asians, Whites, and Blacks \(excepting Washington-grade)Tj T* 0 Tc (3\).)Tj /F5 1 Tf -1.8293 -1.8293 TD ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Averages for Asians and Whites are substantially higher than averages for Blacks and Hispanicsby)Tj 0 -1.0244 TD (at least 10 points and by up to 25 points.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Averages for Asians are marginally higher than those for Whites, and averages for Hispanics are)Tj 0 -1.0244 TD (marginally higher than those for Blacks.)Tj ET endstream endobj 650 0 obj<>/Font<>/XObject<>/ProcSet[/PDF/Text/ImageC/ImageI]/ExtGState<>>> endobj 651 0 obj[/Indexed/DeviceRGB 255 652 0 R] endobj 652 0 obj<>stream HGGG'''sssHHH333 ϕ TTTVVVΖ [[[YYYЋRRR::: PPPWWWLLLUUU***mmm ˵___bbb@@@JJJXXX---+++xxx...000ddd]]]888DDDgggkkk FFF???QQQ{{{%%%rrr\\\fffjjjNNNvvvEEE~~~"""<<>>nnnKKKSSSqqquuu$$$aaa###IIIɿ222&&&ooo}}}MMMhhhttt؅CCCcccOOO666AAAك555,,,yyy777999 fHʐ endstream endobj 653 0 obj<>stream                                                                                                                                                        !"#  $%&'(  ')* +,- #-./0 123  4$0 56789 :8 - ;3<27= >>?@A0 BCD AA)3/EF- GHIJ3K  8LLM   N  $73 >)6 O  $P O AM   Q RS T32<UE V W4KX   Y6 SZ  [)\]          ^_)    _7E`       >`a3  b c        X   d efg  D7  E8 hC 3` > 37iRD ; /\jjkElmnN _odAO@)SpqN:rsEtuK vL"-w  xAyRz {ArUA% Z|DP}~_OSzMO3A%G ^BL} *d >d7^=E3 @A~ d,  \J9>UA% Z|3Dg}<9Eo >`  A3$E"CE$dU)D HEr e36Idk|W O|=!nDAn~ @6l3V S3AS Lbp,EbkS 32 P^e2zsuK  HR9HP@AEP ')7w` H C Co +E)y/#DAa<`)h  ^o{h3D  3/{gALb3q++qP3o{3_" TA) g Q@BCXiLG fhEJ<E)9&KPA3HIO\ /{g@)-$hE@Lr>` zEh1"931OD/;yDRS  2 @EiE{ŜDu]DNE@$`@))@G E3& @ A$ <EEh Q/R U)V}A@A)Cl33}Ik)8; D>@/>.AQɡ3> D`_ 9DE@78q?Ep E*P4w9 - cA 3\3OD@ 3%AO   o_ :\$@9Lr 9S OZ4/- I)SE- P/Nq>` j }J-$)  gEf3AASr_))   @) \DEPo# E L\oFBIT 1\mEp  37 2Z#EO @Tay6 D>`$ [_8 1 EX ̉  TqrXbn  |i@ D<?EEec3 A_L djDAm@AO~3F :E.@RdW(  ^)D EA(H )&F  @{AT "b;/\<A\f '3k~D<?EEe 3A  f:>`63v\ E? = FXSA /VF:B\#  53-_)X\~E) [.P PS_P 3 \\ 4[Pl_ ̉  E)` @@>cC9 Ab    C\{AE)L S3)/B%`3  c39 #9$ A7A9nШ/jO bD3Do Po ABij oD8w b@q S@/ D$A@TPS3tnJ S" #A7A9nU՛Ep# }/)@>` >)/ EG961D DRH<{ ` w99EGh3338 D\6 @N9\*i   A`_Tj7 E )8  ; )3ab9 @"OO3` PADL I    {DED/9 x/|I3OAL0LTAQa>L 3$  \ !P@yb@)S9j)E$  E)>EbP_E3E/XSE 7D/ Dne3OPA\7 8) 2GP >` {3" #3A/Ay E@Ec_6  o 3E1SD#LD\b   c) TA 1E"E) $ b -3@3EDL   )E@0 `P)>13/ ^   V  )a)I1 E )O 91 t\  a >  ]APD E@bE {E= 9Eoa33m 57AE$ oE@@ DJ_6 E@$)7Y_   E/6E  @E{E3 >`  6=cAS-A   f 4^L#BE _)m 6@-/  /6pI2 )a2A j OD f/)GsqO  POH)b EG Er  ARP#X@E>J*)98 YE  l!xB XP ) qE-(r a3A DE8 )RA8  p  `E a`P2LT  OESrs ki8 E-(r3v #P 2 /`D ) o9 wADpEm$ }fP .>e$A)`In#P 7\  -pt@9 ` `E SdkDDLNE$#FXE   D38_`/ AAKPE91   E*   3PY/@7)$ Ezt3P A7 \E\3 0@/b H9APoEE }3EPH >8)Eh3pEc)Sج3P  >3D)DlF E)3 0_] b3s@@> 7EE q6E_!9")c{/L -&EEKm@3M <3A SA GA3_  A[J@s9DO >A33EwPP GEɎEDzY nP QEc EA#7C   eX D` bg7XrA7 G5J@ K  9zL -3AEb_66v@# R\Q`$H)2K`_ A O33 )E^/P>Kuys  'a jL -a{A\d KgA$0EibE9aE ɋ vzXD% {A`I "b |Ī2"XAp`_alSE3D&D8=3) G3XġE7)39o;_    I  3$             )1                                           K /      _7 q                  )Af               c                                     s    /A                @|                                                            p/R1                 KpH_<^                                                        w                                                                                                                                                                                                                                                                        X                                               dD^      v`^  v`^        ^):       @ 6> $  9 AaS  w       j      8    6`W   6`W      >    >3 >3  E    )   n 2 P6   b   EO       )Ej    S      # #      EO   #E_  #E_   sA       E       \  e\){D   ʚ  Da    d    33aKd w     DD w    )o$32AXI  30dhE9AhE9QDDQ @G oB:=O Wں"O/ P`abbz/mč@|W ̚ w3[@EA @8=KDMbV4E6 -)F9)/l "D#3@+N b 8 )$18 )&Kd9Ab6|uAUQ\wBy-+͑uw@A ?@A)o gHPНc EqX 3} E!  jDEP-3_r0AB.3/{ NA) @ -):D3GIzPZL\   E _{rDIO9Em lEEP [% l39C fhA @)EI E )` >3EAE 36WDp2E rE)3/ Çׯ0)E R_1;)y3)BQPA@a8D}Pq3t"P D |sCdAA@F|&8PSEE   E)זp qD"F  tE/ND>/)"% x) U7) $ bDa" DZP)d  _Aq _7X'w, o!A3TP^bE~3a 38 E_"S Dz~7$b('cI #6D$ 6( \m3dA1 DA >`ED@bH bpES !fEt  {/?~D3 ^8WL8 _)8) N z}3{   ED iEW3F ) => :WW3$PmEc_DyJ 30+I.(}y x)AE(L DDJZw4 ["6_(jrB uDU n\b )Aw/36)3p 3EA.6 Eo9r Î PZ  49N 9 @TA) _` A| MUEA\m ^/$@O^ @I)P# f @E$b/_ E8qQ( F   EO `AD2,O   U>w7\ ! 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Each graph shows)Tj 0 -1.2195 TD (averages for all test variables)Tj /F4 1 Tf 11.6585 0 TD 0 Tc ( )Tj /F2 1 Tf 0.25 0 TD -0.0003 Tc (considered for that particular state and grade.)Tj 6 0 0 6 384.721 409.457 Tm 0 Tc (3)Tj 9.84 0 0 9.84 387.601 405.377 Tm -0.0003 Tc ( The graphs all use the same)Tj -30.2439 -1.2195 TD (vertical scale to facilitate comparisons across state-grades. They are collectively useful for emphasizing the)Tj T* (high variability in average scores across the different strands and other test item categories. Within each)Tj T* (state-grade combination, there is typically a 10- to 15-point spread between the highest and lowest average)Tj T* (strand score. For Washington-grade 4, there is a 30-point spread between the averages for algebra and)Tj T* (problem solving.)Tj /F4 1 Tf 12 0 0 12 90.001 321.857 Tm (3.2 Comparisons by Race/Ethnicity)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 303.377 Tm (Table 8 shows comparisons by race/ethnicity that combine results from the individual state-grade)Tj T* (tabulations. Effect sizes are shown separately for Asians, Blacks, Hispanics, and Whites. Student data for)Tj T* (those identified as Native American, mixed, or other race categories, or for those whose race/ethnicity)Tj T* (was missing and subsequently imputed, were included only in the calculation of the combined state-grade)Tj T* (effect size and not in any comparisons by race/ethnicity.)Tj 0 -1.8293 TD (The effect sizes shown by Table 8 are remarkably similar for Blacks and Whites, and for both races these)Tj 0 -1.2195 TD (effect sizes very nearly duplicate the combined state-grade effect sizes. The effect sizes for Asians are)Tj T* (generally at the same level or higher than those for Blacks and Whitesthey are at about the same level for)Tj T* (computation and algebra, higher for measurement and probability and statistics, and much higher for)Tj T* (geometry. With the exception of probability and statistics, virtually all of the effect sizes for Asians,)Tj T* (Blacks, and Whites are highly significant and favor the reform students within each racial subgroup.)Tj 0 -1.8293 TD (The results for Hispanics, however, are quite different. None of the effect sizes for math, total,)Tj 0 -1.2195 TD (computation, algebra, and probability and statistics are statistically significant for Hispanics. 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Non-reform students include all students within a)Tj T* (state-grade combination that do not attend any of the eligible reform schools, and that are not identified as)Tj T* (IEP, mathematically-disabled, or special-education students)Tj 6 0 0 6 325.441 666.257 Tm 0 Tc (2)Tj 9.84 0 0 9.84 328.321 662.177 Tm -0.0003 Tc (. In particular, non-reform students include all)Tj -24.2195 -1.2195 TD (comparison students. The side-by-side bar graphs in Figures 1 and 2 summarize information from both)Tj T* (Tables 7 and 11. The differences reported in Table 7 correspond to the differences in adjacent bar heights in)Tj T* (Figures 1 and 2.)Tj ET q 360.72 0 0 288.72 90.001 329.2971 cm /Im1 Do Q BT 9.84 0 0 9.84 90.001 313.457 Tm (Figure 1 shows that the lag in average performance between non-reform and comparison students is)Tj T* (substantially larger than the lag between comparison and reform studentsacross all state-grade)Tj T* (combinations, but especially in Illinois and Massachusetts. Including averages for all non-reform students)Tj T* (in Table 11 and Figure 1 highlights the impact of the matching procedure used to select comparison)Tj T* (schools. The reform schools have, relative to other schools in their state, higher average reading scores,)Tj T* (higher percentages of White students, and lower percentages of low-income students, all of which are)Tj T* (associated with higher mathematics achievement. Direct comparison of reform- and non-reform-student)Tj T* (performance would, therefore, largely reflect the differences in these variables between the two student)Tj T* (groups and would not furnish valid measures of the effects of the reform curricula. The matching)Tj T* (procedure, however, selected comparison schools with comparable values for these variables, and the)Tj T* (differences between reform- and comparison-student performance do furnish valid measures of program)Tj T* (effects. See Appendix A.6 for a discussion of the validity and measures taken to assure that regression-to-)Tj T* (the-mean artifacts are not producing spurious results.)Tj 0 -6.6341 TD -0.0002 Tc [( )177.1( )]TJ ET 90.001 106.097 144 0.48 re f BT 6 0 0 6 90.001 98.4171 Tm 0 Tc (2)Tj 9.84 0 0 9.84 92.881 94.3371 Tm -0.0003 Tc ( The non-reform students in Table 11 are the aggregated students in all schools not classified as)Tj -0.2927 -1.0244 TD (eligible reform schools. \(Table 2 inventories the eligible reform schools, which are defined in Section)Tj 0 -1 TD (1.3.\) IEP, mathematically disabled, and special education students are not included in any tabulations.)Tj ET endstream endobj 689 0 obj<>/Font<>/XObject<>/ProcSet[/PDF/Text/ImageC/ImageI]/ExtGState<>>> endobj 690 0 obj[/Indexed/DeviceRGB 255 691 0 R] endobj 691 0 obj<>stream H  !!!"""###$$$%%%&&&'''((()))***+++,,,---...///000111222333444555666777888999:::;;;<<<===>>>???@@@AAABBBCCCDDDEEEFFFGGGHHHIIIJJJKKKLLLMMMNNNOOOPPPQQQRRRSSSTTTUUUVVVWWWXXXYYYZZZ[[[\\\]]]^^^___```aaabbbcccdddeeefffggghhhiiijjjkkklllmmmnnnooopppqqqrrrssstttuuuvvvwwwxxxyyyzzz{{{|||}}}~~~ ʐ endstream endobj 692 0 obj<>stream ] .sU  梒餒[M ŊĎ UOY a >  VOWVRJy   XM  \ S[ n #Y\ZY  )kzM) %3yag h)|l q32~ %Hinug !]hNԢF$c>) %3y &*7.} {* j>qo L;20@Zqnnu s$~v ^ZYO\my7q\B GcO[ C T_[ $.[?aY"!B L Q?HK .MM ,LP% I  Q.[@J C 3N\RF V.A@ZL$M d o LP0 /f[s3 O / Jx!'WPP g  $eq ]x Dz k@ 6'ku3J! 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Effect sizes are reported in order to facilitate)Tj T* (comparisons across states and grade levels and comparisons with prior research. For comparisons by)Tj T* (race/ethnicity, income, and gender that combine results from the individual state-grade tabulations, effect)Tj T* (sizes were calculated as weighted-average effect sizes, taken across the state-grade combinations. \(See)Tj T* (Appendix A.5 for details about the effect size calculations.\))Tj 0 -1.8293 TD (For this study, an effect size can be thought of as the percentile standing of the average reform student)Tj 0 -1.2195 TD (relative to the average comparison student. An effect size of 0.10 \(the approximate three-state weighted)Tj T* (average effect size for both the math and total test scores\) indicates that the mean of the reform-student)Tj T* (group is at the 54th percentile of the comparison group. This, in turn, implies a change in percentile)Tj T* (standing of 4 percentile points. Tables 710 all use the label percentile change to denote the change in)Tj T* (percentile standing of the average reform student relative to the average comparison student, as determined)Tj T* (by the effect size.)Tj /F4 1 Tf 12 0 0 12 90.001 524.657 Tm (3.1 Comparisons by State-Grade Combination)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 506.177 Tm (Table 7 shows comparisons for all test variables, by state-grade combination. By definition, each of the test)Tj T* (variables except math has a range of 100 points \(0% to 100%\), so that the average differences reported)Tj T* (may be interpreted either as point differences out of 100 points or as percentage differences. Math,)Tj T* (however, is a scaled score whose range is 80 points in Illinois and Massachusetts, greater than 100 points in)Tj T* (Washington \(grade 3\), and greater than 350 points in Washington \(grade 4\), so that average differences for)Tj T* (this variable may not be interpreted as percentage differences.)Tj 0 -1.8293 TD (The effect sizes for math and total are approximately the same for all state-grade combinationsas)Tj 0 -1.2195 TD (expected, since these are the overall test score variables. The combined state-grade effect sizes for math)Tj T* (and total are virtually identical and correspond to a percentile change of about 4% favoring the reform)Tj T* (students.)Tj 0 -1.8293 TD (Regarding math and total as a single comparison within each state-grade combination, 34 different)Tj 0 -1.2195 TD (comparisons are represented in Table 7. Six of these comparisons show no statistical difference; 28 of the)Tj T* (comparisons show a significant difference, and all favor the reform students. The combined state-grade)Tj T* (effect sizes are highly significant \(p < 0.001\) for all mathematics strands; and they are fairly consistent)Tj T* (across strands, with probability and statistics as the single exception.)Tj 0 -1.8293 TD (The pattern of differences and effect sizes across state-grade combinations varies according to the)Tj 0 -1.2195 TD (mathematics strand.)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For measurement, the differences are all highly significant and the effect sizes are consistent.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For algebra, the differences are all highly significant, but the effect sizes for Massachusetts and)Tj 0 -1.0244 TD (Washington are roughly double those for Illinois.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0004 Tc (For computation)Tj 6 0 0 6 173.281 233.2971 Tm 0 Tc (1)Tj 9.84 0 0 9.84 176.161 229.2171 Tm -0.0003 Tc (, all differences are highly significant except for Washington grade 3 \(p < 0.01\). The)Tj -6.9268 -1.0244 TD (effect sizes for Illinois and Massachusetts are consistent, but the effect sizes for Washington are about)Tj T* (one-third those for Illinois and Massachusetts. The combined state-grade effect size, however, is)Tj T* (approximately the same as the combined effect size for total.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For geometry, three of the differences are highly significant but the difference in Massachusetts is not)Tj 0 -1.0244 TD (significant.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (For probability and statistics, only the Illinois grade 5 difference is highly significant, and all other)Tj 0 -1.0244 TD (differences are virtually zero.)Tj -1.8293 -1.5366 TD (The comparisons shown in Table 7 are differences and convey no information about the level of student)Tj 0 -1.2195 TD (performance. Table 11, however, does show the actual levels of student performance corresponding to the)Tj 0 -2.1951 TD -0.0002 Tc [( )177.1( )]TJ ET 90.001 96.017 144 0.48 re f BT 6 0 0 6 90.001 88.3371 Tm 0 Tc (1)Tj 9.84 0 0 9.84 92.881 84.257 Tm -0.0003 Tc ( The strand computation is variously labeled: Estimation/Number/Sense/Computation \(IL\), Number)Tj -0.2927 -1 TD (Sense and Numeration \(MA\), Number Sense \(WA\), and Math Concepts and Math Computation \(ITBS\).)Tj ET endstream endobj 697 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 698 0 obj<> endobj 699 0 obj<> endobj 700 0 obj<>stream 8;Z]">nVf5%"l+j"acegEG$/SQ?5HD=n:RuB_df8WnGeIFt,H$-W]6tAMRYPb@^l0 hbnE":'c!CbOY_ZJ$d6CC809YK-?S9!U%==UUt,@V\sSk\Ut/M>/UD[c*j>XZ]Aed WYh.''C`VuaBl_jG`O)WO(=<]GdWk1fNZPY>E3$3,r]gkhP=Q)Y5o[f^7^eIK2S+$ dcQ5I(.7@GVNlK!h9#Tg0eFa-8@ZNTf&,%c+!2YQL6\q!)rGs[G*hK9.^pfH3"V[J #2L:?Ufu/QNiS/JNQ:o endstream endobj 701 0 obj 309 endobj 702 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 509.761 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw ( 11)Tj /F4 1 Tf 12 0 0 12 90.001 710.657 Tm -0.0003 Tc (2.5 Exclusions, Missing Data, and Weights)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 692.177 Tm (Before any differences in the performance of reform and comparison students were tabulated, procedures)Tj 0 -1.2195 TD (were carried out to deal with missing data, unequal school size, and inconsistencies in the student)Tj T* (populations tested in the several states.)Tj 0 -1.8293 TD (Illinois and Washington identify students with an Individualized Education Program \(IEP\); Massachusetts)Tj 0 -1.2195 TD (identifies mathematically disabled students; and Washington identifies special education students. All)Tj T* (reform and comparison student records for IEP, mathematically disabled, and special education)Tj T* (students were deleted from the analysis and excluded from the tabulated comparisons. These deleted)Tj T* (records represent approximately 10% of all student records.)Tj 0 -1.8293 TD (Fewer than 3% of the student records included missing or incomplete math test data or reading scores. All)Tj 0 -1.2195 TD (such records were deleted from the analysis and excluded from the tabulated comparisons. Approximately)Tj T* (3% of the student records included missing values for race/ethnicity. Such records were not deleted;)Tj T* (instead, a school-level value for White percent was imputed as a surrogate for the student-level variable)Tj T* (White to each student record for that school with missing data. See Appendix A.2, together with Table 5,)Tj T* (for an expanded discussion of missing-data procedures.)Tj 0 -1.8293 TD (Table 6 shows, for each state-grade combination, the number of student records for reform and comparison)Tj 0 -1.2195 TD (students that were in fact used for tabulated comparisons and all subsequent analysis. In all, more than)Tj T* (100,000 student records are represented, with approximately equal numbers of reform-student and)Tj T* (comparison-student records.)Tj 0 -1.8293 TD (The near equality in numbers of reform-student and comparison-student records shown in Table 6 does not)Tj 0 -1.2195 TD (apply, however, at the individual school level. The difference between the number of students in a given)Tj T* (reform school-grade and its matched school-grade was highly variable and sometimes substantial.)Tj T* (Weighting was therefore necessary, and case weights were constructed for all comparison-student records.)Tj T* (\(See Appendix A.3 for a description of the construction of case weights.\) Use of case weights for all)Tj T* (tabulations \(Tables 4 and 711\) ensured that comparison schools contributed to overall statistics with the)Tj T* (same proportions as their reform-school counterparts.)Tj /F4 1 Tf 13.92 0 0 13.92 277.201 355.457 Tm 0.0001 Tc 0.0012 Tw (3. Results)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 336.257 Tm -0.0003 Tc 0 Tw (Differences between reform and comparison student scores were tabulated for each of the five state-grade)Tj T* (combinations; these results were also pooled to yield overall comparisons. Differences disaggregated by)Tj T* (race/ethnicity, income, and gender were also tabulated; these disaggragated comparisons pooled results)Tj T* (from all five state-grade combinations.)Tj 0 -1.8293 TD (The mathematics test variables used for all tabulations are student-level variables. They vary somewhat by)Tj 0 -1.2195 TD (state and even within state for Washington. The overall mathematics test score variables are math and)Tj T* (total. Math is the scaled test score; total is the percent of total possible points on the test. Each of the)Tj T* (variables computation, measurement, geometry, prob/stat, and algebra denotes the percent of)Tj T* (total possible points for the corresponding strand of test items.)Tj 0 -1.8293 TD (The Massachusetts test categorizes test items by type as open-response, short answer, or multiple-)Tj 0 -1.2195 TD (choice. The Washington State tests categorize test items into various skill sets: problem solving,)Tj T* (concepts and estimation, logical reasoning, communicating understanding, and making)Tj T* (connections. A test variable with any such name denotes the percent of total possible points for the)Tj T* (corresponding category of test items.)Tj 0 -1.8293 TD (Each set of tabulated comparisons for a state-grade combination compares averages for reform students and)Tj 0 -1.2195 TD (comparison students within that state-grade combination. These differences between averages were not)Tj T* (calculated simply by subtracting the observed comparison-student average from the observed reform-)Tj T* (student average for each test variable. The observed comparison-student average for each test variable was)Tj T* (instead adjusted prior to subtraction. The adjustment procedure was based on regression analyses and)Tj T* (ensured that any bias ensuing from imperfect matching of reform and comparison schools was minimized.)Tj T* (\(See discussion at the end of Section 2.4.\) Appendix A.4 describes the adjustment procedure more fully.)Tj ET endstream endobj 703 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 704 0 obj<> endobj 705 0 obj<>stream 8;Z]"i0a"GGt6o-_nu1^o(46^@1frbV&-*;kBH6^OjBV=m'"f?S:ZIOHbM7p=]q1 XuY[d-tt<)QN8e+CO4ZcHoB%j_)rXW#l7[A;6aF;(a`=Lmb9^"=iSo*3^s@N16srs ;? endstream endobj 706 0 obj 283 endobj 707 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 90.001 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw (10)Tj /F5 1 Tf 0 68.2927 TD ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Schools that were not surveyed, but that appeared on one of the publishers customer lists with more)Tj 0 -1 TD (than trivial annual sales.)Tj /F5 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Schools that appeared neither on the publishers customer lists nor program databases as current users,)Tj 0 -1 TD (but that were known to have used one of the reform programs in the recent past.)Tj -1.8293 -1.561 TD (Separate school-level regression analyses for the five state-grade combinations identified the strongest)Tj 0 -1.2195 TD (predictors of the average school mathematics score for each state-grade test. Reading score and low-income)Tj T* (variables \(variously designated as low income in Illinois, eligible for free or reduced price lunch in)Tj T* (Massachusetts, and Title I status in Washington\) consistently accounted for the greatest percentage of)Tj T* (total variance. These variables were given greater weight in the matching process. Other variablessuch as)Tj T* (percent White, school mobility rate, and percent with limited English proficiency \(LEP\)accounted for)Tj T* (little of the total variance, but were typically significant. These variables were given less weight in the)Tj T* (matching process.)Tj 0 -1.8293 TD (The actual matching routine was carried out separately for each of the five state-grade combinations. No)Tj 0 -1.2195 TD (single routine could be used across states because the school, district, and student data available and related)Tj T* (to matching varied by state. Moreover, the matching ratios \(number of available comparison schools:)Tj T* (number of reform schools to be matched\) varied considerably by state. For example, matching in)Tj T* (Massachusetts \(where the matching ratio was less than 6 to 1\) did not allow the same flexibility in)Tj T* (accommodating multiple, simultaneous matching variables as matching in Illinois \(where the matching)Tj T* (ratios were about 10 to 1\).)Tj 0 -1.8293 TD (Table 3 shows the number of excluded schools and matching ratio for each state-grade combination. For)Tj 0 -1.2195 TD (the combined state-grade combinations, approximately 9% of the total schools were exclusions that had)Tj T* (not been surveyed. As expected, the exclusion rates were highest in Washington, where all three reform)Tj T* (programs are well represented; and lowest in Illinois, where only one program is well represented.)Tj 0 -1.8293 TD (The variables used in matching for the different state-grade combinations were as follows:)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Illinois:)Tj 0 -1 TD (School averages for reading score, low-income percent, White percent, LEP percent, and mobility)Tj 0 -1.0244 TD (percent.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0004 Tc (Massachusetts:)Tj 0 -1.0244 TD (School averages for reading score, free/reduced lunch percent, and White percent.)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0004 Tc (Washington:)Tj 0 -1.0244 TD (School averages for reading score, Title I Mathematics percent, and White percent.)Tj T* (\(The school variable Title IS was also used as a stratification variable in Washington: A reform school)Tj 0 -1 TD (and its matched/comparison school were required to have the same Title I status.\))Tj -1.8293 -1.561 TD (For each reform school-grade case, the matching routine identified a comparison school that resembled the)Tj 0 -1.2195 TD (reform school with respect to the matching variables. As a starting position for matching within any state-)Tj T* (grade combination, the maximum difference allowed in school reading scores was set to 1 point. For)Tj T* (Illinois and Massachusetts it became necessary to broaden this difference to 2 points. A maximum 2%)Tj T* (difference in averages between reform and matched schools for the low-income variable \(low-income)Tj T* (percent in Illinois, free/reduced lunch percent in Massachusetts, and Title I Mathematics percent in)Tj T* (Washington\) was allowed. Similarly, a maximum 5 percent difference in averages for White percent was)Tj T* (allowed. See Appendix A.1 for a complete description of the matching routine; see Table 12 for an)Tj T* (inventory of the matching variables and their data sources.)Tj 0 -1.8293 TD (Table 4 shows the matching variable averages for students in the 742 eligible reform school-grade cases)Tj 0 -1.2195 TD (and their comparison school-grades. There is generally close agreement between the reform and)Tj T* (comparison averages for the matching variables, but differences do exist, and such differences could bias)Tj T* (any subsequent comparisons of mathematics test scores. Therefore, the comparison-student averages for all)Tj T* (test variables were adjusted before any tabulated comparisons were made. Adjustment ensured that any bias)Tj T* (ensuing from the matching procedure was minimized. \(See Appendix A.4 for a complete description of the)Tj T* (adjustment procedures.\))Tj ET endstream endobj 708 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 709 0 obj<> endobj 710 0 obj<>stream 8;Z]"9+Jl_$q%T*"h@B08?E4jbf9jN\!Y-^>X,]t3]RG]EMO(>ld_3DH_=bL+\lUk+iWE?Ga.*U!PW!cipD81_ QsQgIT>uS4&P(([cf-J\s/d#Nl+bsq=F*i)KRjXuYW\)UgMn?o@'l6,ppS'r$%a(8 $+f%4!:Vp[^&~> endstream endobj 711 0 obj 278 endobj 712 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 514.801 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw ( 9)Tj -43.1707 68.2927 TD -0.0003 Tc (The survey collected 19992000 school year implementation information for the grades for which state)Tj 0 -1.2195 TD (achievement test data were also available. To gauge the extent and length of implementation, survey data)Tj T* (were also collected for previous grades. Survey respondents included district math supervisors, principals,)Tj T* (or other knowledgeable persons.)Tj 0 -1.8293 TD (The primary reason for conducting the implementation survey was to verify usage of the reform curricula.)Tj 0 -1.2195 TD (Additional questions about implementation variables such as staff development and time allotted for)Tj T* (mathematics instruction were included in the survey of reform schools; but without corresponding data for)Tj T* (the comparison schools, the analysis was limited. See Appendix C for the survey instrument. The analysis)Tj T* (below uses the following survey information, which was coded for each school-grade combination:)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Percentage of teachers fully using a reform program \(A fully using teacher was defined as one who)Tj 0 -1.0244 TD (used a program for at least 75% of his or her mathematics instruction.\))Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Number of years at full program implementation \(Full implementation was defined as at least 75%)Tj 0 -1.0244 TD (of teachers using the program for at least 75% of their mathematics instruction.\))Tj /F4 1 Tf 12 0 0 12 90.001 528.497 Tm (2.3 Identifying Eligible Schools)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 510.017 Tm (A grade in a school \(a school-grade case\) was considered eligible for inclusion in the analysis, provided:)Tj 0 -2.122 TD [(1.)-1079.6(The grade was one for which student test data is available \(grades 3 and 5 in Illinois, grade 4 in)]TJ 1.8293 -1.2195 TD (Massachusetts, and grades 3 and 4 in Washington\);)Tj -1.8293 -1.8293 TD [(2.)-1079.6(The school-grade reported full implementation of EM, MT, or IN during the 19992000 school year;)]TJ 1.8293 -1.2195 TD 0 Tc (and)Tj -1.8293 -1.8293 TD -0.0003 Tc [(3.)-1079.6(The program had been implemented in the previous grade within the school for at least two years)]TJ 1.8293 -1.2439 TD (\(19982000\)so that students in the given grade would have had at least a two-year exposure to the)Tj 0 -1.2195 TD (program. In schools that did not include the previous grade, this requirement was modified to require)Tj T* (that the program had been implemented in the previous grade for at least two years \(19982000\) for all)Tj 0 -1.1951 TD (possible feeder schools to that school.)Tj -1.8293 -1.5366 TD (The coded implementation survey file contained 1,058 school-grade records for which student test data)Tj 0 -1.2195 TD (were available \(criterion 1, above\). Of these, 742 \(70%\) were classified as eligible and were subsequently)Tj T* (matched to comparison schools. Failure to meet the two-year implementation requirement \(criterion 3,)Tj T* (above\) was the most common reason for classifying a school-grade case as ineligible. The distribution of)Tj T* (all school-grade case records, by state and grade level, is shown in Table 1. The distribution of eligible)Tj T* (reform school-grade cases, by program, state, and grade level, is shown in Table 2.)Tj 0 -1.8293 TD (A total of 110 different school districts are represented by the 742 eligible reform school-grade cases: 52)Tj 0 -1.2195 TD (districts in Illinois, 38 in Massachusetts, and 20 in Washington.)Tj /F4 1 Tf 12 0 0 12 90.001 252.4971 Tm (2.4 Matching Reform and Comparison School-Grade Combinations)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 234.0171 Tm (A matching routine was carried out for each of the five state-grade combinations in order to identify)Tj T* (comparison schools that had not implemented any one of the three reform programs but that were similar in)Tj T* (how they would be expected to perform on the respective statewide test. The matching procedure selected)Tj T* (one matched comparison school for each of the 742 eligible reform school-grade cases included in the)Tj T* (analysis.)Tj 0 -1.8293 TD (Within each state-grade combination, schools known to use, or suspected of using, any of the three reform)Tj 0 -1.2195 TD (curricula were excluded as possible matched comparison schools. All remaining schools appearing on that)Tj T* (states public education data files formed the pool of schools eligible for selection as comparison schools.)Tj T* (The following schools were excluded as possible comparison schools:)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (All schools that were identified to be surveyed, even if they were subsequently classified as ineligible,)Tj 0 -1.0244 TD (or if the survey was not completed.)Tj ET endstream endobj 713 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 714 0 obj<> endobj 715 0 obj<>stream 8;Z]"CC5_K%"s!-$g'K#$O'VVF5%RcN;cYIe+o/':o)WfS]2g5Y46pt$Bse_hd@fJqP?#fF5.o..+9lmRdA!K_"jd(M0nqDiItKIk#!cG5 GP+:5B8FnY\FeY(4$FI83J0d[D(RIup(0us? jAa]3V=mR-qtUgrgHqt endstream endobj 716 0 obj 298 endobj 717 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 90.001 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw (8)Tj 0 68.2927 TD -0.0003 Tc (In 1999, EM, MT, and IN were used in about 10% of the nations school districts, which served about three)Tj 0 -1.2195 TD (million students. Therefore, the programs were used widely enough and had sufficient maturity to warrant)Tj T* (a large-scale study of their effects on student achievement. Of particular interest was how reform students)Tj T* (fared on standardized tests. This resulted in a research design intended to answer the questions: )Tj /F3 1 Tf 38.2927 0 TD (How does)Tj -38.2927 -1.2195 TD (the achievement of students who use EM, MT, or IN compare to that of students using other curricula on)Tj T* (state-mandated, standardized tests?)Tj /F2 1 Tf 14.3415 0 TD ( and )Tj /F3 1 Tf 1.9512 0 TD (Does this finding hold across subtests and student subgroups?)Tj /F4 1 Tf 13.92 0 0 13.92 275.761 625.457 Tm 0.0001 Tc 0.0013 Tw (2. Method)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 606.257 Tm -0.0003 Tc 0 Tw (This study combined publicly available state test data from Illinois, Massachusetts, and Washington with)Tj 0 -1.2195 TD (survey data from schools using EM, MT, and IN. The combined data set made it possible to compare the)Tj T* (achievement of students studying these curricula with matched comparison students not using any of the)Tj T* (three curricula.)Tj /F4 1 Tf 12 0 0 12 90.001 546.7371 Tm (2.1 Selecting States)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 528.257 Tm (The ARC Center study focused on Illinois, Massachusetts, and Washington for two reasons. First, the)Tj T* (reform programs EM, MT, and IN were represented by substantial numbers of users in these states, and)Tj T* (second, the five different standardized tests mandated in these states permitted analysis across a variety of)Tj T* (instruments. The five tests were:)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F3 1 Tf 1.3693 0 TD -0.0003 Tc (Illinois Standards Achievement Test)Tj /F2 1 Tf 14.3902 0 TD ( \(ISAT\), grade 3)Tj /F5 1 Tf -16.2195 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F3 1 Tf 1.3693 0 TD -0.0003 Tc (Illinois Standards Achievement Test)Tj /F2 1 Tf 14.3902 0 TD ( \(ISAT\), grade 5)Tj /F5 1 Tf -16.2195 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F3 1 Tf 1.3693 0 TD -0.0003 Tc (Massachusetts Comprehensive Assessment System)Tj /F2 1 Tf 20.122 0 TD ( \(MCAS\), grade 4)Tj /F5 1 Tf -21.9512 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F3 1 Tf 1.3693 0 TD -0.0003 Tc (Iowa Test of Basic Skills)Tj /F2 1 Tf 9.8293 0 TD ( \(ITBS\), grade 3 \(Washington State\))Tj /F5 1 Tf -11.6585 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F3 1 Tf 1.3693 0 TD -0.0003 Tc (Washington Assessment of Student Learning)Tj /F2 1 Tf 17.7561 0 TD ( \(WASL\), grade 4)Tj -19.5854 -1.8537 TD (With the exception of the ITBS, the state-mandated tests were constructed to measure student achievement)Tj 0 -1.2195 TD (as defined in published documents that outline the mathematics learning standards for each state. The)Tj T* (ITBS is a national, norm-referenced test. The five tests include a broad range of content including number)Tj T* (sense, computation, estimation, algebraic concepts, geometry, measurement, probability, data analysis, and)Tj T* (problem solving. All the tests include multiple-choice items. The MCAS and WASL also include short-)Tj T* (answer questions and extended-response items. See Appendix B for a detailed description of these)Tj T* (assessment instruments.)Tj /F4 1 Tf 12 0 0 12 90.001 285.137 Tm (2.2 Surveying Schools)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 266.657 Tm (To assure that only schools fully implementing EM, MT, or IN were in the reform group and that no users)Tj T* (of these programs were in the comparison group, a survey instrument was developed and administered.)Tj T* (Each project conducted a telephone survey of districts and schools in Illinois, Massachusetts, and)Tj T* (Washington that were known to use, or were suspected of using, its curriculum. These districts and schools)Tj T* (were identified principally through customer lists provided by the program publishers. A district or school)Tj T* (on these lists was surveyed if the annual sales for that district or school exceeded a given dollar amount,)Tj T* (which varied by program, and even by state for a given program. The dollar amount cutoffs for inclusion in)Tj T* (the survey were set low enough to achieve a near census of all students in the three states using the)Tj T* (curricula. In addition, each project maintains a database of individuals and school systems that have)Tj T* (contacted them with implementation questions or requests. Each project checked these databases for)Tj T* (schools known to be using their materials but not appearing on the customer lists. Such schools were also)Tj T* (surveyed. Schools and districts designated to be surveyed included at least 90% of all students in the three)Tj T* (states using the three curricula.)Tj 0 -1.8293 TD (The coverage rate for a survey is the ratio of total students in all schools responding to the survey to total)Tj 0 -1.2195 TD (students in all schools designated to be surveyed. Coverage rates were generally at the 90% level or higher.)Tj ET endstream endobj 718 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 719 0 obj<> endobj 720 0 obj<>stream 8;Z]!;$qt1$q0jh(X13OQh<^b_)@j;FHT6$MBI%hYA-pFB4nc&`d,k/_$*1d/tp5O a<>_GFijLO;\_^h8%;nDZfkXkOD4X#qm)>m%Z''W'H,g`d6YkCV$N^gT.7tr,2-2.H/K"C8-@UOaeZQ0pm*G2#< EcZN;MZ3La],D=gL/YkSQ1lq5(W1rhW^;ioE>fWY.106M_)Bni:W'e:LdkjeajK`6 7r[++>P;9",/4-Yri7Js~> endstream endobj 721 0 obj 286 endobj 722 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 514.801 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw ( 7)Tj -43.1707 68.2927 TD -0.0003 Tc (Several studies have contributed directly to the work of the ARC study. In these studies, large samples of)Tj 0 -1.2195 TD (students using the Standards-based curricula were compared to matched groups using state-mandated,)Tj T* (standardized test scores as the dependent variable.)Tj 0 -1.8293 TD (One such study evaluated the impact of the )Tj /F3 1 Tf 17.4878 0 TD (Everyday Mathematics)Tj /F2 1 Tf 9.1951 0 TD ( curriculum on student achievement)Tj -26.6829 -1.2195 TD 0.0002 Tw (among third grade students in Illinois during the 19921993 school year. Carroll \(1997\) identified schools)Tj T* 0 Tw (that were using the program as the core curriculum in all third grade classes. Twenty-six schools, all)Tj T* [(located in the Chicago metropolitan area, were identified as meeting this criterion. )14.5(In 14 of the 26 schools,)]TJ T* (EM had been in place since the students were kindergartners. The performance of these students on the)Tj /F3 1 Tf T* (Illinois Goals Assessment Program)Tj /F2 1 Tf 14.1219 0 TD ( \(IGAP\), the state assessment at that time, was compared to the)Tj -14.1219 -1.2195 TD (performance of students in suburban Cook County and in the rest of the state. Carroll found that 25 of the)Tj T* (26 schools had mean scores significantly above the state mean and 20 of the 26 schools had mean scores)Tj T* (significantly above the suburban Cook County mean. \(None of the schools scored significantly below the)Tj T* (state mean and one had a mean significantly below that of suburban Cook County.\) Additionally, more than)Tj T* (half of the students who had been using EM since kindergarten exceeded the state math goals, double the)Tj T* (percentage of the students in the rest of the state.)Tj 0 -1.8293 TD (Another study investigated the effects of )Tj /F3 1 Tf 16.4878 0 TD (Everyday Mathematics)Tj /F2 1 Tf 9.1951 0 TD ( and)Tj /F3 1 Tf 1.6829 0 TD ( Connected Mathematics)Tj /F2 1 Tf 9.9268 0 TD ( \(CMP; a)Tj -37.2927 -1.2195 TD (Standards-based middle school curriculum developed with NSF support\) on 4)Tj 6 0 0 6 396.1542 510.257 Tm 0 Tc (th)Tj 9.84 0 0 9.84 400.561 506.177 Tm -0.0004 Tc ( and 8)Tj 6 0 0 6 424.561 510.257 Tm 0 Tc (th)Tj 9.84 0 0 9.84 429.121 506.177 Tm -0.0003 Tc ( grade students)Tj -34.4634 -1.2195 TD (mathematics scores on the 1999 )Tj /F3 1 Tf 13.0244 0 TD (Massachusetts Comprehensive Assessment System)Tj /F2 1 Tf 20.122 0 TD ( \(MCAS\) \(Riordan &)Tj -33.1463 -1.2195 TD (Noyce, 2001\). Groups of early and late implementers of each of the curricula were compared to matched)Tj T* (schools not using the programs.)Tj 0 -1.8293 TD (It was found that students using EM or CMP outperformed their counterparts in terms of their overall)Tj 0 -1.2195 TD (scaled scores and on some subtests \(e.g., number sense and geometry\) \(Riordan & Noyce, 2001\). Effect)Tj T* (sizes ranged from small to moderate depending on the outcome measure and duration of implementation.)Tj T* (Generally, the longer the implementation, the greater the advantage for reform students, both overall and)Tj T* (within subgroups of students. Evidence showed some narrowing of the performance gap between)Tj T* (racial/ethnic groups and between advantaged and disadvantaged populations. For example, Black,)Tj T* (Hispanic, and low SES reform students outperformed White and higher SES students in the comparison)Tj T* (groups. Among early implementers, girls outperformed boys. Positive differences were consistent across)Tj T* (performance quartiles suggesting that the two curricula were effective for students at the bottom, middle,)Tj T* (and top of the achievement continuum.)Tj 0 -1.8293 TD (Another study of similar design examined student achievement resulting from the use of two Standards-)Tj 0 -1.2195 TD (based middle grades curricula; MATH)Tj /F3 1 Tf 15.4146 0 TD (Thematics)Tj /F2 1 Tf 4.0976 0 TD ( and )Tj /F3 1 Tf 1.9512 0 TD (Connected Mathematics)Tj /F2 1 Tf 9.6829 0 TD ( \(CMP\) in Missouri \(Reys,)Tj -31.1463 -1.2195 TD (Reys, Lapan, Holliday, & Wasman, 2003\). The first three districts in the state to begin implementing these)Tj T* (curricula were compared to three districts matched in terms of prior test scores and free/reduced lunch)Tj T* (rates. The comparison districts were also selected to mirror the 68 configuration of the schools in the)Tj T* (reform districts and to reflect similar geographic locations. Student achievement was assessed by the 1999)Tj /F3 1 Tf T* (Missouri Assessment Program)Tj /F2 1 Tf 12.2195 0 TD ( \(MAP\) and by the )Tj /F3 1 Tf 7.7317 0 TD (Terra Nova )Tj /F2 1 Tf 4.8781 0 TD (test. In each paired comparison the reform)Tj -24.8293 -1.2195 TD (district outperformed the comparison district on at least two subtests \(data analysis and algebra\) and no)Tj T* (significant differences favored the comparison districts.)Tj /F4 1 Tf 12 0 0 12 90.001 206.6571 Tm (1.3 The Study)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 188.1771 Tm (As Standards-based curricula reach multi-year, full-scale implementation in many schools and districts,)Tj T* (more is learned about how these materials affect student achievement. Preliminary evidence from a number)Tj T* (of studies using an array of research designs indicates that these curricula are improving student)Tj T* (performance on a variety of measuresboth experimental instruments and standardized testswithout)Tj T* (sacrificing basic skills. However, most of the studies examined the outcomes of implementation efforts in)Tj T* (schools and districts that were among the first to embrace the approach embodied in these curricula, the)Tj T* (early adopters. Since these early adopters received a degree of support from publishers and developers that)Tj T* (could not be replicated given the large number of new implementers, the need to assess the curricula under)Tj T* (more typical conditions became apparent.)Tj ET endstream endobj 723 0 obj<>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 724 0 obj<> endobj 725 0 obj<> endobj 726 0 obj<>stream 8;Z]!9+o,r#X`t=$i2p?oa;TnWZY5U)b5@>/ProcSet[/PDF/Text]/ExtGState<>>> endobj 730 0 obj<> endobj 731 0 obj<>stream 8;Z]";$qh-$q#7=$gp'-,)FO1QC(-TIQ-85SVk_Gl#[%a@QF/JELh?a/icFKoKR@A >h+o!\=d)aIVUPH2:A>_(]mAjZ@'BHW`/9PiY`lL@ML0)X1e.u+qu0L4c>.b('%mHh0[?[7~> endstream endobj 732 0 obj 250 endobj 733 0 obj<>stream BT /F2 1 Tf 9.84 0 0 9.84 514.801 38.1771 Tm 0 g /GS1 gs 0 Tc 0 Tw ( 5)Tj -43.1707 65.6585 TD -0.0003 Tc (As Ball and Cohen \(1996\) point out, there are good reasons to believe that changing curriculum materials)Tj 0 -1.2195 TD (can alter classroom instruction. Curriculum materials provide the activities that shape the daily interactions)Tj T* (between teachers and students. If they are written with sufficient specificity, curriculum materials can help)Tj T* (teachers translate research findings and authoritative recommendations into classroom reality. Because)Tj T* (they can be easily disseminated, curriculum materials have the potential to help large numbers of teachers)Tj T* (transform their classroom instruction.)Tj 0 -1.8293 TD (In the early 1990s, the National Science Foundation \(NSF\) recognized this potential and funded groups)Tj 0 -1.2195 TD (from three institutions to create comprehensive elementary mathematics curricula that would be research-)Tj T* (based and aligned with the vision for school mathematics in the National Council of Teachers of)Tj T* (Mathematics \(NCTMs\) )Tj /F3 1 Tf 9.9268 0 TD (Curriculum and Evaluation Standards for School Mathematics)Tj /F2 1 Tf 25.1463 0 TD ( \(1989\). The)Tj -35.0732 -1.2195 TD (institutions were The University of Chicago, the University of Illinois at Chicago, and TERC in)Tj T* (Cambridge, MA. The curricula those groups produced are )Tj /F3 1 Tf 23.6585 0 TD (Everyday Mathematics; Math Trailblazers; )Tj /F2 1 Tf 17.5854 0 TD 0 Tc (and)Tj /F3 1 Tf -41.2439 -1.2195 TD -0.0003 Tc (Investigations in Number, Data, and Space, )Tj /F2 1 Tf 17.7317 0 TD (respectively.)Tj /F4 1 Tf 12 0 0 12 90.001 510.737 Tm (1.1 The Curricula)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 492.257 Tm (While each of the programs is unique, the three teams of curriculum designers began with the same goal: to)Tj 0 -1.2195 TD (develop materials with broader, more rigorous content than traditional texts. At the same time, the projects)Tj T* (sought to develop curricula with balanced approaches to the subject matter and to teaching. Curriculum)Tj T* (development was based on detailed examinations of current practice and on recent research findings about)Tj T* (childrens mathematical learning. This common goal has resulted in curricula that claim to:)Tj /F5 1 Tf 0 -2.122 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Build on childrens experiences;)Tj /F5 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Teach basic arithmetic as well as geometry, data analysis, measurement, probability, and concepts of)Tj 0 -1.0244 TD (algebra;)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Challenge students with engaging and meaningful applications;)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Connect topics within mathematics and with other subjects;)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Encourage students to solve problems in many ways;)Tj /F5 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Balance skills with concepts and problem solving;)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Include a variety of instructional approaches;)Tj /F5 1 Tf -1.8293 -1.8293 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Help teachers extend their understanding of mathematics and teaching; and)Tj /F5 1 Tf -1.8293 -1.8537 TD 0 Tc ()Tj /TT2 1 Tf 0.46 0 TD ( )Tj /F2 1 Tf 1.3693 0 TD -0.0003 Tc (Provide a variety of assessment instruments and procedures.)Tj -1.8293 -1.5366 TD (Development of the curricula began in the late 1980s. Each program was created one grade at a time to)Tj 0 -1.2195 TD (allow for extensive field testing to inform both revisions and the design of subsequent materials. )Tj /F3 1 Tf 38.9756 0 TD (Everyday)Tj -38.9756 -1.2195 TD (Mathematics)Tj /F2 1 Tf 5.1707 0 TD ( \(EM\) was published between 1989 and 1998. )Tj /F3 1 Tf 18.878 0 TD (Investigations in Number, Data, and Space)Tj /F2 1 Tf -24.0488 -1.2195 TD (\(IN\) was published between 1994 and 1998, and )Tj /F3 1 Tf 19.6206 0 TD (Math Trailblazers )Tj /F2 1 Tf 7.477 0 TD (\(MT\) was published in 1997 and 1998.)Tj /F4 1 Tf 12 0 0 12 90.001 193.9371 Tm (1.2 Prior Research)Tj /F2 1 Tf 9.84 0 0 9.84 90.001 175.4571 Tm (A growing body of research suggests that elementary mathematics instruction aligned with the NCTM)Tj 0 -1.2195 TD (Standards \(1989, 2000\) has a positive impact on student achievement. \(Carpenter, Fennema, Peterson,)Tj T* (Ching, & Loef, 1989; Cobb, Wood, Yackel, Nicholls, Wheatley, Trigatti, & Perlwitz, 1991; Fennema,)Tj T* (Carpenter, Franke, Levi, Jacobs, & Empson, 1996; Fuson & Briars, 1990; Hiebert & Wearne, 1993, 1996;)Tj T* (Smith, Lee, & Newman, 2001; Wood & Sellers, 1997.\) Much of this early research was exploratory and)Tj T* (small scalefocused on individual classrooms, schools, and districts. 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