Bridgewater-Raritan Regional
School
District
K-6 Math
Program
Evaluation
February 2009
Bridgewater-Raritan Regional School District
Co-Chairs of the Committee
• Suzanne Cadwalader,
5-8 Supervisor of Math and Science
• Frank Chiaravalli,
Supervising Chairperson of Math 9-12
• Cheryl Dyer,
Assistant Superintendent
• Barbara Kane,
K-4 Supervisor of Math and Science
Bridgewater-Raritan Regional School District
Description of the Process




In September 2008, the Superintendent directed the
Assistant Superintendent to form a committee to be cochaired by the math supervisors, to evaluate the
existing math program and consider alternative
programs as per the recommendation from the
Everyday Math Committee of 2007-2008.
The Assistant Superintendent convened the math
supervisors and the four administrators assumed the
role of a Steering Committee.
The Steering Committee invited teachers throughout
the district to apply to be part of the evaluation
committee.
Ultimately, 35 teachers were selected for the
evaluation committee.
Bridgewater-Raritan Regional School District
The Process Continued



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35 teachers represented all grade levels (K-12)
and all buildings
Teachers were divided into study groups and a
research sub-committee
Each teacher received a binder with
background information, a copy of the EDM
report, and a copy of the NMAP report
The Steering Committee selected nine
programs for consideration
Bridgewater-Raritan Regional School District
Understanding the Task



The full committee met for the first time
on November 3rd.
The Steering Committee provided the
Evaluation Committee with background
information and an overview of the
contents of the binder
The Evaluation Committee was divided
into study teams and a research team
Bridgewater-Raritan Regional School District
The Task
• To analyze the research on best practices for
teaching mathematics at the elementary and
intermediate level
• To evaluate 9 different sets of resources for
teaching mathematics against a predetermined set
of criteria
• To rank order the 9 sets of resources from best to
worst
• To recommend the best math ‘program’ to the
Superintendent of Schools
Bridgewater-Raritan Regional School District
Schedule of Meetings

Steering Committee


Research Committee


November 18 and November 25 in addition to full
committee dates
Full Committee


September 25, October 30, November 13, December
11
November 3, December 1, December 11, January 15,
January 23
Principal Input

January 8: K-6 Principal Review and input
Bridgewater-Raritan Regional School District
Background Information



Student Achievement Data
Findings of the EDM Committee
Perceptions of the Current Program

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Parents
Teachers
Understanding the ‘Traditional’ vs. ‘Reform’
debate
Review of Relevant Research
Recommendations from the National Math
Advisory Panel
Bridgewater-Raritan Regional School District
Perceptions of the Program

Parents

K-4 (598 respondents)



61% felt that their children were adequately
challenged in math
31% said that they were ‘dissatisfied’ or ‘very
dissatisfied’ with the math program
5-6 (122 respondents)


67% felt that their children were adequately
challenged in math
47% said that they were ‘dissatisfied’ or ‘very
dissatisfied’ with the math program
Bridgewater-Raritan Regional School District
Perceptions of the Program

Teachers


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77% felt that the current math program
supported their efforts to differentiate
81% felt that the current math program
provides ample opportunity for students to
think critically and develop problem solving
skills
77% felt that the current math program
provides ample opportunities to develop
conceptual understanding
Bridgewater-Raritan Regional School District
Perceptions of the Program

Teachers



52% felt that the current math program
provides sufficient opportunities to develop
computational fluency and skill
72% felt that the current math program
prepares students for success at the next
grade
85% recognized that the district has had to
add to the EDM program and that the
BRRSD curriculum was not ‘pure’ EDM
Bridgewater-Raritan Regional School District
In your professional opinion, what are the
advantages of the EDM curriculum materials?
•
•
•
•
•
•
•
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Hands-on nature of materials
Ability to differentiate
Student engagement with materials
User-friendly nature of teacher’s manual and
student journals
Emphasis on critical thinking and conceptual
understanding
Real-life applications
Attention to different learning styles
Spiraling nature of curriculum
Bridgewater-Raritan Regional School District
In your professional opinion, what are the
limitations of the EDM curriculum materials?
•
•
•
•
•
•
•
•
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Lack of focus/lack of expectation for mastery
Inability to meet the needs of struggling learners
Lack of sufficient time to ‘cover’ the curriculum
Lack of sufficient practice problems
Emphasis on critical thinking and conceptual
understanding
Insufficient focus on fundamentals or basic facts
Too many strategies
Insufficient problem solving lessons
Spiraling nature of curriculum
Bridgewater-Raritan Regional School District
Perceptions of the Program

Middle School and High School
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Middle and high school teachers report that
their average to below average students
have difficulty with whole numbers, fractions
and problem-solving.
The number of students who are ‘algebra
ready’ by 7th grade has not changed.
More students are ‘algebra ready’ by 8th
grade
More students advance to higher level math
classes in high school
Bridgewater-Raritan Regional School District
Understanding the Debate

Traditional Pedagogy




Teacher Centered
Explicit Instruction
Content Oriented
Reform Pedagogy


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Student Centered
Discovery Learning
Process Oriented
Bridgewater-Raritan Regional School District
Strategic
use of
both is
the key to
success!
The
‘traditional’
view of
‘reform’
curricula:
Bridgewater-Raritan Regional School District
The ‘reform’
view of
‘traditional’
curricula:
Bridgewater-Raritan Regional School District
Professor Wilson from Johns Hopkins:
• “The reality is, if, like in high performing
countries, we could cut down the content
to what mathematicians and engineers
think is important, there would be lots of
time to play around with concepts in a
constructivist way before you nailed down
the math. I care about nailing down the
math, but most constructivists disagree
about what the math is, so they don't do
what I want.”
Bridgewater-Raritan Regional School District
Professor Milgram from Stanford:
• “The math wars, at least on the part of the
professional mathematics community and the
business community were not about minor
issues like whether constructivist pedagogy or
direct instruction should be used in delivering
mathematics, but the major issue that our
student outcomes are too weak to be
competitive with the rest of the world. It should
be clearly understood that I don’t mean just our
average students, but even our very best are not
competitive any longer. While the rest of the
world has learned a great deal about how to
teach mathematics to young children, we are
essentially recycling old ideas every 10-20
years, and have been doing so for a very long
time.”
Bridgewater-Raritan Regional School District
Review of the Research

National Math Advisory Panel


Reviewed over 16,000 research studies
Some research shows that NCTM programs
are effective; some research shows that
these programs are not as effective as more
traditional programs (Ginsburg et al., 2005;
Hyde, 2007; Jayanthi et al., 2008; Leinwand
& Ginsburg, 2007; Lewis, 2005; National
Mathematics Advisory Panel, 2008).
Bridgewater-Raritan Regional School District
Review of the Research

Learning Theory


Children learn in a variety of different ways and that
some concepts should be taught through orchestrated
and teacher-directed discovery and others should be
explicitly taught (Chall, 2000; Ginsburg, Leinwand,
Anstrom, & Pollock, 2005; Hyde, 2007; Jayanthi,
Gersten, & Baker, 2008; Tyre, 2008).
While contextual learning is necessary and appropriate,
understanding of underlying math concepts does not
necessarily follow automatically (Hyde, 2007; Jayanthi
et al., 2008; Loewenberg Ball et al., 2005)
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 1
The curriculum for grades K-8 should be
streamlined. It should follow a coherent
progression with emphasis on mastery
of key topics, there should be a focus on
the critical foundations for algebra, and any
approach that continually revisits topics
without closure should be avoided.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 2
Proficiency with whole numbers, fractions,
and certain aspects of geometry and
measurement are the foundations for
algebra. Of these, knowledge of fractions
is the most important foundational skill
not developed among American students.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 3
Conceptual understanding, computational
and procedural fluency, and problem
solving skills are equally important and
mutually reinforce each other. Debates
regarding the relative importance of each of
these components of mathematics are
misguided.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 4
Students should develop immediate recall
of arithmetic facts to free the “working
memory” for solving more complex
problems.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 5
Explicit instruction for students who
struggle with math is effective in increasing
student
learning.
Teachers
should
understand how to provide clear models for
solving a problem type using an array of
examples, offer opportunities for extensive
practice, encourage students to “think
aloud,” and give specific feedback.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 6
Teachers’ mathematical knowledge is
important for students’ achievement. The
preparation of elementary and middle
school teachers in mathematics should be
strengthened.
Teachers
cannot
be
expected to teach what they do not
know.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 7
The belief that children of particular ages
cannot learn certain content because they
are “too young” or “not ready” has
consistently been shown to be false.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 8
Student effort is important. Much of the
public’s “resignation” about mathematics
education is based on the erroneous idea
that success comes from inherent talent or
ability in mathematics, not effort. A focus on
the importance of effort in mathematics
learning will improve outcomes.
Bridgewater-Raritan Regional School District
The National Math Panel Report
Recommendation # 9
Mathematically gifted students should be
allowed to accelerate their learning.
Bridgewater-Raritan Regional School District
Programs Reviewed
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enVision Math (Pearson/Scott Foresman)
Everyday Math (McGraw Hill/Wright Group)
HSP Math (Harcourt School Publishers)
Math Connects (McMillan/McGraw Hill)
Math Expressions (Houghton Mifflin)
Progress in Mathematics (Sadlier-Oxford)
Bridgewater-Raritan Regional School District
Programs Reviewed
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Saxon Math (Saxon)
Singapore Math (Singapore)
Think Math (Harcourt School Publishers)
Glencoe (5th and 6th grade)
Bridgewater-Raritan Regional School District
The Rubric: 6 Levels
18 Indicators Total

Level Six~ Most Important:

Content is comprehensive and
accurate at each grade level
Bridgewater-Raritan Regional School District
Level Five
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Builds conceptual understandings & computational
fluency through vertical articulation
Defines core content and essential concepts /
understandings clearly
Aligns content with state and national standards
Develops concepts using multiple representations
in order to formulate generalizations
Requires use of mathematical language,
vocabulary, and notation
Promotes critical thinking, problem-solving, and
reasoning
Bridgewater-Raritan Regional School District
Level Four
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Uses materials that meet grade level
expectations for students.
Uses multiple forms of assessment and
embeds continuous assessment in
student learning
Includes a variety of questioning
techniques (fact and recall, open-ended,
probing and clarifying, application,
transfer) beyond recitation
Bridgewater-Raritan Regional School District
Level Three
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Engages all students in active learning through
worthwhile tasks in which they construct
mathematical understandings
Makes meaningful connections within
mathematics, to other content areas, and to
real-life situations
Supports teachers’ efforts to differentiate for
whole group instruction, small group
collaboration and individualized instruction as
needed.
Bridgewater-Raritan Regional School District
Level Two
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Reflects the use of technology, real-life
applications, and careers
Supports the teachers efforts to
differentiate through varied methods of
instruction, learning styles and cultures
Bridgewater-Raritan Regional School District
Level One
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Provides both intervention, enrichment
activities and additional resources to extend
student learning
Provides multiple opportunities to apply and
practice skills and concepts in order to
promote fluency and understanding.
Implementation of curriculum materials: level
of PD, implement K-6 at one time; online
parent resources
Bridgewater-Raritan Regional School District
Ranking of Programs
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
After review by the study groups, the
programs were rank ordered based on the
score earned on the rubric.
The 'top' programs were invited to send a
representative to meet with the committee
and answer questions and present their
program.
Bridgewater-Raritan Regional School District
Top Programs
The following publishers were invited to
meet with the committee:
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enVision
Everyday Math
HSP Math
Math Connects
Math Expressions
Bridgewater-Raritan Regional School District
Second Round of Review

Following the presentations, the committee
agreed to eliminate the following programs
from consideration:



enVision
Everyday Math
Math Expressions
Bridgewater-Raritan Regional School District
Second Round of Review

The full committee used the rubric to
evaluate the two top programs by grade
level


Harcourt School Publishers (HSP) Math
Math Connects
Bridgewater-Raritan Regional School District
The Results
Grade
HSP Math
Math Connects
K
99.6
88.5
1
96.2
78.8
2
100.0
82.0
3
95.5
94.7
4
91.3
96.1
5
97.9
88.8
6
95.5
82.3
Total
676.4
611.2
Bridgewater-Raritan Regional School District
It’s Unanimous!

The committee determined that HSP Math is
the best choice for BRRSD because:
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It is aligned with the recommendations of the
National Math Advisory Panel
It provides for coherent and comprehensive
instruction using traditional algorithms and
conceptual understanding
It includes sufficient materials (concrete and virtual)
for practice that leads to mastery.
It provides for intervention and enrichment in
accordance with our RTI model
Bridgewater-Raritan Regional School District
Between Now and September:
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The Superintendent recommends the
adoption to the BOE
The BOE approves the adoption
The community supports the budget
The materials are purchased (K-6)
Professional Development occurs
Bridgewater-Raritan Regional School District
Additional Data
Bridgewater-Raritan Regional School District
Student Achievement Data

Elementary
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Most of the districts in our comparison group with 3rd
and 4th grade NJ ASK results that are better than
BRRSD use a math program other than Everyday
Math
Secondary


Seven of the ten districts in our comparison group
have SAT mean scores in math higher than BRRSD
(pre-EDM students)
PSAT Results for students who are pre-EDM are not
significantly different from results from EDM students
Bridgewater-Raritan Regional School District
Percent of Students ‘partially proficient’ by Grade Level
School
2006 3M
2007 3M
2008 3M
2006 4M
2007 4M
2008 4M
Math Program
BRRSD
6.7
5.8
6.2
8.0
5.4
5.3
Everyday Math
DFG
5.7
4.8
5.0
7.7
6.1
6.1
Bernards
1.2
2.2
2.4
3.5
2.1
2.8
Everyday Math
Hillsborough
6.2
3.7
4.3
9.5
3.9
4.7
Everyday Math
Montgomery
6.9
5.7
8.8
5.0
3.4
4.0
Everyday Math
Warren
3.9
2.4
4.9
5.3
5.8
5.9
Harcourt Math
Watchung
0
1.3
3.4
1.2
0
2.7
Houghton-Mifflin
Princeton
5.1
7.4
4.2
7.0
5.8
4.8
Everyday Math
West-Windsor
3.2
3.5
5.5
6.8
4.7
6.0
TERC Investigations
FlemingtonRaritan
6.1
3.6
1.3
7.3
4.4
3.8
Everyday Math
South
Brunswick
6.0
6.9
7.4
11.0
8.4
7.7
Math Investigations
Holmdel
4.4
7.2
5.2
7.6
8.1
7.2
Houghton-Mifflin
Long Hill
6.0
4.8
8.0
4.2
4.5
9.8
Chatham
1.7
1.4
1.5
3.7
4.1
5.3
Bridgewater-Raritan Regional School District
Harcourt Math
Special Education Results
2005-2006
2006-2007
BRRSD
DFG
Bernards
Chatham
Warren
BRRSD
DFG
Bernards
Chatham
Warren
3rd Grade
28.6
16.8
1.3
7.1
22.2
16.4
15.7
10.7
8.1
17.2
4th Grade
31.9
26.4
13.2
21.1
28.9
22.8
20.9
8.3
21.1
18.4
5th Grade
20.7
32.4
10.5
23.7
24.2
26.7
25.7
17.1
17.1
29.5
6th Grade
46.2
50.3
25.9
51.0
23.7
14.0
39.3
16.1
17.9
19.4
7th Grade
51.4
58.1
28.2
52.0
59.3
46.8
55.6
40.0
54.9
47.5
8th Grade
65.8
57.4
55.3
42.1
36.5
57.7
52.0
27.8
38.6
36.0
Bridgewater-Raritan Regional School District
Secondary Data
SAT Comparison Data
Rank
SAT Math
BRRHS
8
568
Ridge
7
594
10-11
550
Holmdel
3
607
Hunterdon Central
9
553
5-6
596
1
619
10-11
550
West Windsor Plainsboro South
2
618
West Windsor Plainsboro North
4
599
5-6
596
Hillsborough
Montgomery
Princeton Regional
South Brunswick
Watchung Hills
Bridgewater-Raritan Regional School District
PSAT Results
PSAT Math Results
100
Frequency
80
2005-2006
60
2006-2007
40
2007-2008
20
0
75- 70- 65- 60- 55- 50- 45- 40- 35- 30- 25- 2080 74 69 64 59 54 49 44 39 34 29 24
Score Range
Bridgewater-Raritan Regional School District