The Effects of Adopting Eureka Math or Into Math on Student Achievement
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Associated Project
Middle School Math: Culturally Responsive Materials, Teacher Professional Learning, and Student Engagement
Prepared for:
Bill & Melinda Gates Foundation
Key Findings
- Switching to Eureka Math or Into Math led to increases in students’ math course grades but had no detectable effect on their achievement on standardized math tests.
- There were few detectable differences in the effects of switching to Eureka Math compared to Into Math.
- Both focal curricula were relatively less effective in raising the performance of Black and Hispanic students and female students on standardized tests compared to other students.
- Otherwise similar students had less positive beliefs about math when taught using Eureka Math than Into Math.
- Compared to teachers in Into Math schools, teachers in Eureka Math schools were more likely to report their curriculum was coherent but less likely to feel it was appropriate for their students.
- Compared to teachers in Into Math schools, teachers in Eureka Math schools were more likely to report using ambitious and culturally responsive instruction and less likely to report using procedural instruction.
Although ample scholarship has examined the coherence of district-level instructional systems, the literature pays limited attention to crafting coherence around district visions for equitable instruction. In a 2023 report using district administrative data from 2016–2022, we found that switching curricula to Eureka Math or Into Math had no detectable effect on student achievement on standardized math tests but was associated with improvements in students’ math course performance in each of the three years of implementation we analyzed. To better assess whether schools’ curriculum switch affected math achievement in the years after implementation, we obtained an additional year of administrative data from the district for the 2022–2023 school year. This memo adds results from the additional school year, thus providing evidence on the effects of the curriculum switch up to four years after the switch occurred.
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