Abstract
A formative, internal evaluation was conducted on the Connected Mathematics Project (CMP), a middle school reform mathematics curriculum used in Lafayette Parish, Louisiana, by the author (lead teacher of said project). Approximately 3,500 students in this public school system were enrolled in this program, and the district school board planned to expand the program to include all 12 public middle schools. An analysis of the Iowa Test of Basic Skills and the Louisiana Education Assessment Program mathematics data indicate that the program is working: The CMP schools significantly outperformed the non-CMP schools on both standardized tests. Questionnaires distributed to the teachers and to a sample of the students indicated that both groups believe the program is helping students become better problem solvers.
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