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References
Studies that fall outside the Middle School Math protocol or do not meet evidence standards:
Bay, J. M., Beem, J. K., Reys, R. E., Papick, I., & Barnes, D. E. (1999). Student reactions to standards-based mathematics curricula: The interplay between curriculum, teachers, and students. School Science and Mathematics, 99(4), 182–188. The study is ineligible for review because it does not include an outcome within a domain specified in the protocol.
Billstein, R., & Williamson, J. (2002). Middle Grades MATHThematics: The STEM project. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula: What are they? What do students learn? (pp. 251–284). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Lapan, R., Reys, B., Reys, R., & Holliday, G. (2001). Assessing the performance of middle grade students using standards-based mathematics instructional materials. (Available from the University of Missouri, 121 Townsend Hall, Columbia, MO 65211) The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—there was only one unit of analysis in one or both conditions.
Lapan, R. T., Reys, B. J., Barnes, D. E., & Reys, R. E. (1998). Standards-based middle grade mathematics curricula: Impact on student achievement. Paper presented at the meeting of the American Educational Research Association, San Diego, CA. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Post, T. R., Harwell, M. R., Davis, J. D., Maeda, Y., Cutler, A., Andersen, E., et al. (2008). “Standards”-based mathematics curricula and middle-grades students’ performance on standardized achievement tests. Journal for Research in Mathematics Education, 39(2), 184–212. The study is ineligible for review because it does not use a comparison group.
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement. Journal for Research in Mathematics Education, 34(1), 74–95. The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—there was only one unit of analysis in one or both conditions.
Additional Source:
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2004). Assessing the impact of standards-based middle grades mathematics curriculum materials on student achievement: Corrections. Journal for Research in Mathematics Education, 35(2), 152.
Tarr, J. E., Reys, R. E., Reys, B. J., Chavez, O., Shih, J., & Osterlind, S. J. (2008). The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education, 39(3), 247–280. The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—the intervention was combined with another intervention.
Additional Source:
Reys, R., Reys, B., Tarr, J., & Chavez, O. (2006). Assessing the impact of standards-based middle school mathematics curricula on student achievement and the classroom learning environment. Washington, DC: National Center for Education Research.
