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.