Middle School Mathematics: A Study of Three Programs in South Texas

Joanetta D. Ellis¹, Lori Kupczynski², Marie-Anne Mundy², Don Jones²
(1. American Public University System,USA; 2. Department of Educational Leadership & Counseling, Texas A&M
University-Kingsville, USA)

Abstract: The purpose of the study was to determine if there was a significant difference in three math programs within one school district and their impact on student performance as measured by the Texas Assessment of Knowledge and Skills (TAKS). All campuses involved in this study were designated as middle schools containing grade levels six through eight. Mathematics teachers at each of these middle school campuses teach students the mathematics objectives outlined in the Texas Essential Knowledge and Skills (TEKS) through their school’s curriculum. Of the campuses in the study, one campus used the Texas MathWorks Program for every student in grades six and seven, two campuses used the Connected Mathematics Program in grades six through eight, and four campuses use the district approved state adopted textbook, Glencoe, in grades six through eight. The study determined if there were significant differences in test scores among these three math programs in grades six and seven for the academic school years 2008–2009 and 2009–2010. Campus scores on TAKS from the campuses involved in this study were reviewed using the Academic Excellence Indicator System (AEIS) provided by the Texas Education Agency for TAKS results as well data provided by the south Texas school district. From the analysis of data, it can be concluded that students enrolled in Connected Mathematics did better on the TAKS test than those in the two other instructional programs, Glencoe and Texas MathWorks.

Key words: mathematics, middle school math, MathWorks, standardized testing