2019-2021 Arkansas Everyday Mathematics

The study evaluates the implementation of McGraw Hill’s Everyday Mathematics program in grades K–6 within a district located in Central Arkansas. The district consists of public schools serving a diverse student population. The evaluation included data from two academic years (2019-2020 and 2020-2021), with paired-samples t-tests and descriptive statistics applied to analyze fall and spring MAP assessment scores. The study also incorporated qualitative methods, including focus groups, interviews, and classroom observations, to understand teacher experiences with the curriculum.

Quantitative analysis revealed that spring assessment scores were significantly higher than fall scores across all grades, with substantial effect sizes (e.g., Cohen’s d ranging from 1.08 to 8.14). However, overall student scores fell below normative data, except for Asian American students, who consistently outperformed the norms. Growth scores from fall to spring were generally below the NWEA normative data, with few subgroup exceptions. Qualitative findings highlighted teacher appreciation for program support materials and lesson flow but noted challenges with software interfaces and remote learning tools during the pandemic.

The study’s limitations include reliance on data quality from the district, student mobility, and the impact of concurrent initiatives and pandemic-related disruptions. Despite these challenges, the study demonstrates statistically significant positive effects of the Everyday Mathematics program, aligning with ESSA Tier III criteria.