The effects of a standards-based mathematics curriculum on fourth and fifth grade achievement in two midwest cities

This study examined the effects of a Standards-based mathematics curriculum, Investigations in Number, Data, and Space , on two school districts in Iowa. Achievement was measured using the mathematics portion of the Iowa Tests of Basic Skills (ITBS). This study examined year-to-year changes in the percents of students performing as high (top 20 percentiles), middle (middle 60 percentiles) or low (lower 20 percentiles) relative to national norms set for the ITBS. Each of the two school districts implemented the Investigations series system-wide in the fall of 1999, but with a difference. One district used the series in question as a complete mathematics program. The other district instructed teachers that, in addition to using the program, they would be accountable for teaching other topics, including an emphasis on teaching computation.; The district that required teaching computation was a high achieving district relative to ITBS national norms. Its adoption of Investigations did little to change its ITBS achievement patterns.; The district (a fairly large district) that used the series as its complete program was moderately above average relative to ITBS national norms. This district realized a number of significant changes after implementing Investigations. There was a differential effect for the Math Concepts and Estimation: an increase (22% to 27%) in the percent of students scoring high accompanied by a slight increase (18% to 20%) in the percent of students scoring low. For the Math Problem Solving and Estimation, there was general loss, a decrease (26% to 20%) in the percent students scoring high and an increase (12% to 15%) in the percent of students scoring low. For Computation, the loss was profound: a staggering decrease (20% to 6%) in the percent of students scoring high accompanied by a sharp increase (18% to 34%) in the percent of students scoring low.; In conclusion, relative to student performance on the ITBS, programs like Investigations in Number, Data, and Space should be thoughtfully supplemented, including strong attention to teaching computation.