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Dissertation/Thesis Abstract

Commercially published elementary math curricula and their related effects on third- and fourth-grade student achievement on the South Dakota Test of Educational Progress
by Thaler, Cheryl D., Ed.D., University of South Dakota, 2013, 117; 3589856
Abstract (Summary)

Since the United States Congress enacted the No Child Left Behind Act in 2001, school districts have been charged with ensuring that all students are proficient in reading and math by 2014. Schools failing to achieve are labeled as failing or needing improvement. This study sought to determine if commercially produced elementary math curricula have an impact on third- and fourth-grade student achievement as measured by the South Dakota Test of Educational Progress.

Two hundred fourteen elementary principals in South Dakota public schools were asked to identify the math curricula used in their third- and fourth-grade classrooms. One hundred two principals responded regarding third-grade math curriculum while one hundred three responded regarding fourth-grade math curriculum. The most utilized curricula in each grade were analyzed to determine if their impact resulted in higher student achievement. The mean and standard deviation for each of the most utilized curricula were rank ordered. The results of the survey indicated that Investigations, published by Pearson, was the most widely used math curriculum for both third and fourth grades. Saxon was the next most used curriculum. Eleven other curricula were also used varying in frequency from one to six.

Inferential statistics were employed for each question by calculating a one-way analysis of variance (ANOVA) to determine which, if any, curricula related to a higher mean percentage of students scoring in the advanced or proficient categories on the DSTEP. Significant ANOVAs were followed by Tukey's Honestly Significant Difference (HSD) test to identify which groups differ significantly from the others.

Findings indicate that Investigations published by Pearson may relate to higher achievement for Caucasian students. Furthermore, a significant difference between Saxon and Investigations was found for third-grade economically disadvantaged students. The less used curricula related to higher achievement for males in both third and fourth grade.

Indexing (document details)
Advisor: Baron, Mark
Commitee: Aderhold, Frederick, Bosse, Sherrie, Bright, Larry
School: University of South Dakota
Department: Educational Administration
School Location: United States -- South Dakota
Source: DAI-A 74/11(E), Dissertation Abstracts International
Subjects: Mathematics education, Educational tests & measurements, Elementary education, Curriculum development
Keywords: Curriculum, Elementary, Mathematics, South Dakota Test of Educational Progress, Textbook
Publication Number: 3589856
ISBN: 978-1-303-28949-1
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