Outcomes
What did these regression studies tell us?
What did these analyses tell us?
The analyses indicate that over time the CMSI groups saw their scores rise, while Comparison groups saw their scores remain constant, fall, or increase less than those of the CMSI groups. These findings are buttressed by the fact that the effects of race, income, English proficiency, gender, cohort, grade and initial score were controlled, and this means the changes cannot be attributed to these conditions.
Primary Grades
While the “Comparison” group began and ended the period 2003-2006 with higher average scores on the ISAT exams, longer implementing CMSI cohorts (#1 and #2) reduced the gap existing between themselves and "Comparison" schools by roughly 80% when differences in ethnicity, LEP status, gender and grade were controlled.
When the analysis was restricted to 3rd grade, all of the implementing groups saw their slopes rise faster than those of the "Comparison" group. This indicates that all of the "treatment" groups were gaining on their Comparison groups, but none surmounted the Comparison group's initial advantage.
Middle Grades
The 8th grade analyses showed the comparison group began the period with the highest absolute performance. Over the period the comparison group saw its mean performance rise about 15 points. Some CMSI implementing groups (Connected Mathematics Project Cohort #2 and Cohort #3 and Math Thematics Cohort #3) had average increases greater than the comparison group (between 20 and 30 points). The increases for the other groupings were similar in magnitude to those experienced by the comparison group.
