Everyday Mathematics and Math Performance in Minnesota

The study evaluates the impact of the Everyday Mathematics program on math performance among elementary school students in Minnesota. It focuses on grades 3–5 in public school districts across the state, encompassing rural, suburban, and urban settings. The sample includes 39 districts using Everyday Mathematics in 2018-2019, 42 districts in 2020-2021, and 47 districts in 2021-2022, compared to over 480 non-Everyday Mathematics districts.

The research employs a quasi-experimental design using Coarsened Exact Matching to pair Everyday Mathematics districts with demographically similar non-Everyday Mathematics districts based on Free or Reduced Lunch and Special Education Services percentages. Statistical methods include linear regression, ANCOVA, and effect size calculations (Cohen’s d), with Bonferroni corrections applied to control for multiple comparisons. Outcomes are measured using Minnesota Comprehensive Assessment math scores, categorized by achievement levels.

Findings indicate that districts using Everyday Mathematics generally outperformed non-Everyday Mathematics districts, with statistically significant differences in specific grades and years. For instance, grade 4 students in Everyday Mathematics districts scored significantly higher in 2018-2019 and 2020-2021, with effect sizes ranging from small to medium (e.g., Cohen’s d = 0.31 in 2020-2021). Grade 5 Everyday Mathematics districts also showed significant improvement in 2021-2022. However, some analyses did not yield significant differences, and both groups experienced learning losses due to COVID-19.<br><br>Overall, the study demonstrates a statistically significant positive effect of Everyday Mathematics on math performance in certain grades and years, supporting its ESSA Tier II rating.