Effective Programs in Middle and High School Mathematics: A Best- Evidence Synthesis

Robert E. Slavin, Cynthia Lake, Cynthia Groff

Research output: Contribution to journalLiterature reviewpeer-review

Abstract

This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements include use of a randomized or matched control group, a study duration of at least 12 weeks, and equality at pretest. There were 100 qualifying studies, 26 of which used random assignment to treatments. Effect sizes were very small for mathematics curricula and for computer-assisted instruction. Positive effects were found for two cooperative learning programs. Outcomes were similar for disadvantaged and nondisadvantaged students and for students of different ethnicities. Consistent with an earlier review of elementary programs, this article concludes that programs that affect daily teaching practices and student interactions have more promise than those emphasizing textbooks or technology alone.

Original languageEnglish
Pages (from-to)839-911
Number of pages73
JournalReview of Educational Research
Volume79
Issue number2
DOIs
Publication statusPublished - Jun 2009

Keywords

  • mathematics achievement
  • secondary schools
  • research review
  • CURRICULUM-BASED MEASUREMENT
  • STUDENT-ACHIEVEMENT
  • IMPACT
  • ELEMENTARY
  • CLASSROOMS
  • SYSTEMS
  • GRADES

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