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University of Chicago School Mathematics Project (UCSMP)

2016

University of Chicago School Mathematics Project (UCSMP) is a core mathematics curriculum for secondary students (grades 7-12) that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson organization. Each UCSMP course includes a student textbook, teacher's edition, teacher resources, assessment resources, and technology resources. Lessons contain activities, full examples, and partially completed guided examples to model skills and problem solving. Students assess their own understanding with an End-of-Chapter Self-Test. Projects at the end of each chapter are designed as extended activities using real data. The use of technology—including graphing calculators at all grade levels, geometry systems, spreadsheets, the Internet, and other computer applications—is an essential component. The curriculum presents students with challenging mathematics and aids in student acquisition of skills and concepts, focusing on bringing the real world into the classroom by emphasizing reading, problem solving, everyday applications, and the use of calculators, computers, and other technologies. Repetition and review are used sparingly. Teachers received the UCSMP text in sections throughout the school year and met with developers to provide feedback and discuss instructional concerns.

7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade

Quantum Opportunity Program (QOP)

2006

The Quantum Opportunity Program (QOP) is a comprehensive, intensive case management and mentoring program designed to help at-risk high school students graduate from high school and enroll in postsecondary education or training. The program targets youth with low grades entering high schools with high dropout rates, serving them year-round for five years from ninth grade through the year after scheduled graduation. QOP provides case management and mentoring (with approximately 15-25 enrollees per case manager), supplemental education (including tutoring and computer-assisted instruction), developmental activities (life skills and employment-readiness training), community service activities, supportive services (such as snacks, transportation assistance, child care, health services), and financial incentives (stipends of approximately $1.25 per hour for participation, with matching amounts deposited in accrual accounts). The program model prescribes an annual participation goal of 750 hours for each enrollee who has not graduated. Enrollees remain eligible for services regardless of behavior or status changes (such as transferring schools, dropping out, or becoming incarcerated). After graduation, enrollees receive limited services including mentoring and assistance with enrolling in postsecondary education or training through the end of the fifth year.

9th Grade 10th Grade 11th Grade 12th Grade 13th Grade

Renaissance Learning mathematics and reading programs

2006

Renaissance Learning programs (Accelerated Reader and Accelerated Maths) are computer-based educational interventions designed to improve students' reading and mathematics skills in UK Specialist and feeder schools. The programs use regular built-in assessment and testing to enable pupils and teachers to monitor progress in attainment. Accelerated Reader requires students to read books at their instructional reading level and complete computer-based quizzes matching each book, with all books aligned to the national curriculum for English. Accelerated Maths uses computer software and recommended teaching methods to assess pupils' skills and develop assignments pitched at appropriate levels, allowing pupils to develop at their own pace. Both programs are designed to meet individual learning requirements, encourage and motivate pupils, and support personalized learning approaches. Teachers receive training on the programs and use the software to monitor student progress, set targets, and provide differentiated instruction. The programs can be used alongside existing teaching strategies and require access to computers for student work and testing.

4th Grade 5th Grade 7th Grade

School Renaissance

2003

School Renaissance is a comprehensive school reform model that includes Reading Renaissance and Math Renaissance programs. Reading Renaissance was implemented in McKinney Independent School District elementary schools beginning in spring 2000 and mandated in all district schools in fall 2000. Math Renaissance was subsequently mandated in all schools (grades 3-8) in January 2002. The model incorporates programs like Accelerated Reader and Accelerated Math, along with critical CSR elements including extensive professional development, formative evaluation, faculty buy-in, curriculum alignment with state standards, and resource allocation monitoring. The program emphasizes curriculum alignment with state standards using Standards Master assessment and web-based reporting software.

3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

Waterford Early Reading Program

2006

Waterford Early Reading Program (WERP) is a technology-based reading program designed to teach children to read, write, and keyboard in early elementary grades, specifically kindergarten. The program uses computer software integrated into learning activities and is research-based. WERP addresses emergent reading skills including Initial Sound Fluency, Letter Naming Fluency, Word Use Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency. The program was implemented in 15 Title I elementary schools in the Tucson Unified School District during the 2005-06 school year, targeting kindergarten students with high rates of free/reduced lunch eligibility. Students used the WERP software for varying amounts of time, with the study focusing on students who had at least 1100 minutes (approximately 6 months) of usage. The program includes multiple levels (Reading Level 1, Reading Level 2, and Phonological Awareness components) that students progress through based on their individual needs and abilities.

Kindergarten

Enhanced Academic Instruction in After-School Programs

2008

This evaluation tests two enhanced after-school programs: Harcourt Mathletics for math and Success for All's Adventure Island for reading. Both programs provide 45 minutes of daily structured academic instruction to students in grades 2-5 who need extra academic support. Mathletics uses differentiated instruction with pretests, skill packs, games, and computer activities, allowing students to progress at their own pace. Adventure Island uses structured daily lessons with fast-paced activities covering phonemic awareness, phonics, fluency, vocabulary, and comprehension, grouping students by reading level. Both programs are delivered by certified teachers in small groups of approximately 10 students, four days per week throughout the school year. Teachers receive upfront training, ongoing technical assistance, and daily paid preparation time. The programs include attendance monitoring, parent follow-up for absences, and incentives to encourage regular attendance.

2nd Grade 3rd Grade 4th Grade 5th Grade

Reading Apprenticeship Academic Literacy and Xtreme Reading

2008

Reading Apprenticeship Academic Literacy (designed by WestEd) and Xtreme Reading (designed by the University of Kansas Center for Research on Learning) are supplemental literacy programs designed as full-year courses for ninth-grade students reading two or more years below grade level. Both programs replace a ninth-grade elective class and aim to help students adopt strategies used by proficient readers, improve comprehension skills, and increase motivation to read. The programs meet for a minimum of 225 minutes per week in classes of 12-15 students. Reading Apprenticeship uses 'flexible fidelity' with teachers adapting lessons to student needs while maintaining program themes. Xtreme Reading follows prescribed daily lesson plans with structured activities. Both programs received five-day summer training institutes, booster training sessions during the school year, and minimum two one-day coaching visits. Teachers were experienced English/language arts or social studies teachers with an average of over 11 years of teaching experience.

9th Grade

Language Essentials for Teachers of Reading and Spelling (LETRS) Institute Series and CORE Coaching

2008

This study evaluated two professional development interventions for second grade reading instruction in high-poverty urban schools. Treatment A consisted of an eight-day institute and seminar series (48 hours total) based on LETRS, covering phonemic awareness, phonics, fluency, vocabulary, and comprehension, delivered during summer 2005 and the 2005-2006 school year. Treatment B included the same institute series plus intensive in-school coaching (approximately 60 hours) provided by half-time coaches trained by the Consortium on Reading Excellence (CORE). The interventions targeted second grade teachers in 90 schools across six districts using one of two scientifically-based reading programs. Teachers in treatment groups participated in content-focused professional development emphasizing explicit instruction, guided student practice, and differentiated instruction. Coaches received training through a three-day institute and four on-site follow-up sessions, working with an average of three teachers per school throughout the implementation year.

2nd Grade

Achievement Effects of Four Early Elementary School Math Curricula

2009

This study evaluates the relative effects of four early elementary school math curricula on first grade student achievement in disadvantaged schools. The four curricula are: Investigations in Number, Data, and Space (a student-centered approach), Math Expressions (blending student-centered and teacher-directed approaches), Saxon Math (a scripted, teacher-directed approach), and Scott Foresman-Addison Wesley Mathematics (a basal program with teacher-directed instruction). Schools were randomly assigned to one of the four curricula. All first grade teachers in participating schools received initial training from publishers (ranging from 1-2 days) and 96% received follow-up training during the school year. Teachers also had access to curriculum materials, and most had support from math coaches or specialists. The study was implemented in 39 schools across 4 districts during the 2006-2007 school year, with 131 first grade classrooms and 1,309 students tested in both fall and spring.

1st Grade

Four Reading Interventions: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading

2006

This study evaluates four widely used remedial reading programs for struggling readers in grades 3 and 5: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading. The interventions were delivered as pull-out programs in small groups of three students, meeting five days per week for approximately 50-minute sessions from November 2003 through May 2004, totaling about 90 hours of instruction on average. Three interventions (Corrective Reading, Spell Read P.A.T., and Wilson Reading) focus primarily on word-level skills including phonemic awareness, phonemic decoding, and reading fluency through systematic and explicit instruction. Failure Free Reading focuses on building sight vocabulary, fluency, and comprehension through computer-based lessons, workbook exercises, and teacher-led instruction. Teachers were recruited from participating schools and received approximately 70 hours of professional development and support during the implementation year, including 30 hours of initial intensive training, 24 hours during a practice period, and 14 hours of supervision during the intervention phase.

3rd Grade 5th Grade