Use of an Instructional Management System to Improve Mathematics Skills for Students in Title I Programs

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.