Abstract
A curriculum-based instructional management system was used to enhance the mathematics instruction of 3rd through 6th grade Title I and non-Title I students. Improvements in math achievement for Title I students who were and were not participants in this curriculum enhancement were also compared. Title I students who participated in the instructional management system significantly outperformed those who did not. There were also important qualitative differences in how the instructional management system worked for Title I and non-Title I students. Implications for managing math instruction are specified.
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