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

^* To whom correspondence should be addressed. E-mail: rslavin{at}jhu.edu.

	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.

First published on March 11, 2009, doi:10.3102/0034654308330968

Review of Educational Research 2009;79:839.

A more recent version of this article appeared on June 1, 2009


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