Examining Bridges in Mathematics and Differential Effects Among English Language Learners

Abstract

Determining the effectiveness of core mathematics curricula is foundational to evidence-based practice. Examining effectiveness heterogeneity is also crucial to better understanding mathematics achievement among English language learners (ELLs). In this study, we used a quasi-experimental design (difference-in-differences) to examine the impact of a standards-based elementary mathematics curriculum (Bridges in Mathematics) on fifth graders’ annual gains in mathematics achievement in a large midwestern school district compared to the district’s prior curriculum (Investigations). We also investigated whether the effect of Bridges varied across English language proficiency (ELP) levels of ELLs. Students in schools that implemented Bridges (n = 1,839) showed significantly greater mathematics gains compared to those receiving the prior curriculum (n = 3,354; g = 0.25 in change score standard deviations). This effect did not vary significantly across ELP levels. Limitations of this study as well as implications for research and practice with core curricula are discussed.

Impact Statement

We used a quasi-experimental design to investigate the effect of the Bridges in Mathematics curriculum on student mathematics achievement gains in fifth grade in a large, urban school district. Students who received the curriculum grew measurably more on mathematics scores from the fall to spring of fifth grade than students who received the previous curriculum. English language learners with heterogenous English language proficiency levels and English-proficient peers benefited similarly from the curriculum.

Keywords:

• elementary school
• mathematics
• English language learners
• differences-in-differences

Associate Editor:

• Jorge Gonzalez

Acknowledgments

We thank Dr. Silvia Romero-Johnson and Ben Kollasch in the Madison Metropolitan School District for additional help on this project.

Disclosure

The authors have no conflicts of interest to report.

Correction statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article. Supplemental data for this article is available online at https://doi.org/10.1080/2372966X.2020.1871304.

Additional information

Notes on contributors

Garret J. Hall

Garret J. Hall is an assistant professor in the Department of Educational Psychology and Learning Systems at Florida State University, Tallahassee, FL.

Patti Schaefer

Patti Schaefer is the STEM Director at the Madison Metropolitan School District, Madison, WI.

Teri Hedges

Teri Hedges is a Mathematics Teacher Leader (Elementary) at the Madison Metropolitan School District, Madison, WI.

Eric Grodsky

Eric Grodsky is a professor in the Department of Sociology and the Department of Education Policy Studies at the University of Wisconsin-Madison, Madison, WI and codirector of the Madison Education Partnership.