A study to determine a relationship between a response to intervention math program and standardized math assessments

This descriptive comparative research study compared the Measure of Academic Progress (MAP) scores from the year prior to the implementation of the response to intervention program, Carnegie Learning Math Series (CLMS) to the year after implementation and two years after implementation. The study was designed to determine whether there were significant differences in proportions of students in each of the three categories of MAP as determined by the NJ state assessment (Advanced Proficient, Proficient, and Partially Proficient). MAP scores were obtained from the year prior to implementation 2011-2012, the year after implementation 2012-2013 and two years after implementation 2013-2014. The study followed the same group of students from sixth through eighth grade. Record data was used for this study. Although the results indicated there was no statistically significant difference in the proportion of students in each category before intervention and two years after intervention, there was the expected improvement in overall scores.