Date of Award

Spring 2-25-2014

Degree Type

Dissertation

Degree Name

Executive Ed.D. in Education Leadership Management and Policy

Department

Education Leadership, Management and Policy

Advisor

Gerard Babo, Ed.D.

Committee Member

Christopher Tienken, Ed.D.

Committee Member

Erin Krupa, Ph.D.

Committee Member

Heather Jackson, Ed.D.

Keywords

Elementary Mathematics, Curriculum Evaluation, Singapore Math, Everyday Math

Abstract

This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and post-treatment data from 2010 NJ ASK3 and 2012 NJ ASK5 administrations, respectively. The study examined the achievement outcomes of 205 Grade 5 general education students across several independent variables (race/ethnicity, gender, SES, attendance). Statistical analyses revealed fairly consistent results regarding differences in student performance on the 2012 NJ ASK5 in schools implementing Singapore Math and in schools implementing Everyday Mathematics. Generally, across all analyses, there were no substantial differences in performance based upon treatment status. Similarly, there were no patterns of differential treatment effects across the dimensions of race/ethnicity, gender, and SES. Overall, treatment was found to be the weakest predictor of student performance, whereas student background characteristics (race/ethnicity and SES), and attendance accounted for the greatest proportion of variation in the performance of certain subgroups.

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