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References
Meet WWC evidence standards
None.
Meet WWC evidence standards with reservations
Nunnery, J. A., & Ross, S. M. (2007). The effects of the School Renaissance program on student achievement in reading and mathematics. Research in the Schools, 14(1), 40–59.
Ysseldyke, J., & Bolt, D. M. (2007). Effect of technology-enhanced continuous progress monitoring on math achievement. School Psychology Review, 36(3), 453–467.Additional source:
Ross, S. M., Nunnery, J. A., & Goldfeder, E. (2003). The effect of School Renaissance on TAAS scores in the McKinney ISD. Memphis, TN: Center for Research in Educational Policy.
Additional source:
Ysseldyke, J., & Bolt, D. M. (2005). High implementers of Accelerated Math show significant gains over low- or non-implementers. Madison, WI: Renaissance Learning, Inc.
Ysseldyke, J., & Tardrew, S. (2007). Use of a progress monitoring system to enable teachers to differentiate mathematics instruction. Journal of Applied School Psychology, 24(1), 1–28.
Additional sources:
Ysseldyke, J. E., & Tardrew, S. P. (2003). Differentiating math instruction: a large scale study of Accelerated Math (Final report). Madison, WI: Renaissance Learning, Inc.
Ysseldyke, J. E., Tardrew, S. P., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students. Journal for the Education of the Gifted, 27(4), 293–310.
Ysseldyke, J., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to improve mathematics skills for students in Title I programs. Preventing School Failure, 48(4), 10–14.
Studies that fall outside the Middle School Math protocol or do not meet WWC evidence standards
Adams, L. J., Sievert, J., & Rapaport, A. S. (2007). Evaluation of Accelerated Reading instruction (ARI) and Accelerated Math instruction (AMI) program: 2005-2006 school year. Austin, TX: Texas Education Agency. The study is ineligible for review because it does not use a comparison group.
Atkins, J. (2005). The association between the use of Accelerated Math and students’ math achievement. Unpublished doctoral dissertation, East Tennessee State University, Johnson City. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Bach, S. (2001). An evaluation of Accelerated Math in a seventh grade classroom. Madison, WI: Renaissance Learning, Inc. 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.
Caputo, M. T. (2007). A comparison of the effects of the Accelerated Math program and the Delaware procedural fluency workbook program on academic growth in grade six at X middle school (Doctoral dissertation, Wilmington University, Wilmington). Dissertation Abstracts International 68 (09A) 264-3772. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Castañeda, S., & Moellmer, A. (2005). Evaluation of the Accelerated Reading instruction (ARI) and Accelerated Math instruction (AMI) program: 2003-2004 school year. Austin, TX: Texas Education Agency. The study is ineligible for review because it does not use a comparison group.
Gaeddert, T. J. (2001). Using Accelerated Math to enhance student achievement in high school mathematics courses. Unpublished master’s thesis, Friends University, Wichita. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Holmes, C. T., Brown, C. L., & Algozzine, B. Promoting academic success for all students. Academic Exchange Quarterly, 10(3), 141–147. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Hongerholt, M. (2006). The effect of the Accelerated Math program on the Minnesota basic skills test scores of ninth graders. Unpublished master’s thesis, Winona State University, Winona. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Johnson-Scott, P. L. (2006). The impact of Accelerated Math on student achievement. Unpublished doctoral dissertation, Mississippi State University, Mississippi State. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Kerns, G. M. (2005). Moving from good to great: The evolution of learning information systems in Milford school district (Delaware) (Doctoral dissertation, University of Delaware, Newark). Dissertation Abstracts International 65 (12A) 157-4416. The study is ineligible for review because it does not include an outcome within a domain specified in the protocol.
Lehmann, R. H., & Seeber, S. (2005). Accelerated Math in grades 4 through 6: evaluation of an experimental program in 15 schools in North Rhine-Westphalia. Berlin: Humboldt University. The study is ineligible for review because it does not take place in the geographic area specified in the protocol.
Additional sources:
Lehmann, R. H., & Seeber, S. (2005). Accelerated Math in grades 4–6: summary of a quasi-experimental study in North Rhine-Westphalia, Germany. Madison, WI: Renaissance Learning, Inc.
Metcalf, E. B. (2005). Accelerated Math implementation and elementary student achievement and attitudes. Unpublished master’s thesis, University of North Carolina, Wilmington. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Nobiensky, C., & Smith, A. (2005). Accelerated Math helps the Wisconsin Center for Academically Talented Youth rapidly advance mathematics skills of students in its accelerated learning program. Madison, WI: Renaissance Learning, Inc. The study is ineligible for review because it does not use a comparison group.
Renaissance Learning, Inc. (1999). Accelerated Math and Math Renaissance improve math performance (Scientific Research: Quasi-Experimental series). Retrieved January 5, 2006, from http://research.renlearn.com/research/pdfs/10.pdf The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Renaissance Learning, Inc. (2007a). Junior high school credits impact of Renaissance tools with recognition in Texas accountability ratings. Madison, WI: Renaissance Learning, Inc. The study is ineligible for review because it does not use a comparison group.
Renaissance Learning, Inc. (2007b). Texas junior high school makes extensive gains on the TAKS. Madison, WI: Renaissance Learning, Inc. The study is ineligible for review because it does not use a comparison group.
Renaissance Learning, Inc. (2007c). Texas teacher uses responders and gets 2Know! new level of student engagement. Madison, WI: Renaissance Learning, Inc. The study is ineligible for review because it does not use a comparison group.
Richter, M. P. (2006). The effect of a supplemental mathematics support class (Accelerated Math) on students’ academic achievement. Unpublished master’s thesis, California State University, Stanislaus. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Ross, S. M., & Nunnery, J. A. (2005). The effect of School Renaissance on student achievement in two Mississippi school districts. Memphis, TN: Center for Research in Educational Policy. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Additional sources:
Ross, S. M., Nunnery, J. A., Avis, A., & Borek, T. (2005). The effects of School Renaissance on student achievement in two Mississippi school districts: a longitudinal quasi-experimental study. Memphis, TN: Center for Research in Educational Policy.
Rudd, P., & Wade, P. (2006). Evaluation of Renaissance Learning mathematics and reading programs in UK Specialist and feeder schools. Slough, UK: National Foundation for Educational Research. The study is ineligible for review because it does not take place in the geographic area specified in the protocol.
Sadusky, L. A., & Brem, S. K. (2002). The use of Accelerated Math in an urban Title I elementary school. Tempe, AZ: Arizona State University. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Semones, M., & Springer, R. M. (2005). Struggling high school students using Accelerated Math pass AIMS test. Madison, WI: Renaissance Learning, Inc. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Shields, J., Rapaport, A. S., Adachi, E., Montgomery, E. W., & Adams, L. J. (2007). Accelerated Reading instruction/Accelerated Math instruction (ARI/AMI) program: updated performance review. Austin, TX: Texas Education Agency. The study is ineligible for review because it does not use a comparison group.
Spicuzza, R., & Ysseldyke, J. E. (1999). Using Accelerated Math to enhance instruction in a mandated summer school program. Minneapolis, MN: Minneapolis Public Schools. The study is ineligible for review because it does not use a comparison group.
Spicuzza, R., Ysseldyke, J. E., Lemkuil, A., Kosciolek, S., Boys, C., & Teelucksingh, E. (2001). Effects of using a curriculum-based monitoring system on the classroom instructional environment and math achievement. Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
Springer, M. (2007). Using Accelerated Math for intervention with at-risk students. Unpublished master’s thesis, St. Mary’s College of California, Moraga. The study is ineligible for review because it does not use a comparison group.
Springer, R. M., Pugalee, D., & Algozzine, B. (2007). Improving mathematics skills of high school students. The Clearinghouse, 81(1), 37–44. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Stessman, M. (2006). Closing the economic achievement gap: A case study of a successful Kansas secondary school. Unpublished master’s thesis, Wichita State University, Wichita. The study is ineligible for review because it does not use a comparison group.
Theisen, W. (2006). Will the implementation of individualized self-paced instruction via the Accelerated Math software program improve math competency for target math students? Unpublished master’s thesis, Winona State University, Winona. The study is ineligible for review because it does not examine an intervention implemented in a way that falls within the scope of the review.
Vannatta, C. H. (2001). Integrating Accelerated Math into the high school classroom. Unpublished master’s thesis, Minot State University, Minot. The study is ineligible for review because it does not disaggregate findings for the age or grade range specified in the protocol.
West, M. D. (2005). The effectiveness of using Accelerated Math to increase student mathematical achievement and its impact on student and parent attitudes toward mathematics. Unpublished
master’s thesis, University of Georgia, Athens. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Wu, L., Winkler, A., Castañeda, S., & Green, A. (2006). Evaluation of Accelerated Reading instruction (ARI) and Accelerated Math instruction (AMI) program: 2004-2005 school year. Austin, TX: Texas Education Agency. The study is ineligible for review because it does not use a comparison group.
Ysseldyke, J. E., & Tardrew, S. P. (2007). Accelerated Math software and best practices: key scientifically based research summary. Madison, WI: Renaissance Learning, Inc. The study is ineligible for review because it is not a primary analysis of the effectiveness of an intervention.
Ysseldyke, J., Spicuzza, R., Kosciolek, S., Teelucksingh, E., Boys, C., & Lemkuil, A. (2003). Using a curriculum-based instructional management system to enhance math achievement in urban schools. Journal of Education for Students Placed at Risk, 8(2), 247–265. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.
Ysseldyke, J. E., Spicuzza, R., & McGill, S. (2000). Changes in mathematics achievement and instructional ecology resulting from implementation of a learning information system. Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota. Retrieved January 5, 2006, from http://www.education.umn.edu/NCEO/OnlinePubs/EBASSreport.pdf The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.
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