ACE Evaluation in Michigan

The study evaluates the impact of McGraw Hill’s curriculum on 2017-2018 student performance in Michigan school districts. It focuses on grades 3–5 and uses data from public school districts in Michigan. Specifically, 12 districts employing McGraw Hill’s curriculum were compared to 67 matched districts that did not use McGraw Hill math programs. These matched groups were created through coarsened exact matching methods, controlling for variables such as the percentage of students receiving special education services and economically disadvantaged students. Outcomes examined included M-STEP proficiency rates and scaled scores across subgroups like gender, race, and economic disadvantage.

The methodology employed a quasi-experimental design, with statistical analyses including one-way ANOVA tests and effect size calculations. Key findings indicate that third- fourth-, and fifth-grade students in districts using McGraw Hill’s Everyday Mathematics curriculum outperformed their peers in matched districts. Fifth-grade students had scaled scores significantly higher (effect size d = 0.26, p < 0.01), with non-White students showing the largest gains (effect size d = 0.64, p < 0.01). Gender differences in fourth and fifth grades were also notable, with both male and female students in treatment districts scoring higher than their counterparts. Economically disadvantaged students in treatment districts demonstrated proficiency rates 20% greater than matched peers.

Overall, the study highlights statistically significant positive effects of the Everyday Mathematics curriculum on student achievement, particularly for non-White and economically disadvantaged students.