Date of Award


Degree Type



Education and Human Services

First Advisor

Bagaka's, Joshua

Subject Headings

Core-Plus Mathematics Project, Mathematics -- Study and teaching (Secondary) -- Evaluation, Academic achievement -- Evaluation, Core Plus, Reform mathematics


The purpose of this study was to investigate the effects of the Core Plus Mathematics Project in terms of raising students' mathematics achievement. The study utilized Iowa Test of Educational Development (ITED) mathematics score data for 454 minority and low-income students. An Individual Growth Model revealed that Core Plus participants' initial status was statistically significantly higher than their traditional counterparts. Over a three-year period, Core Plus participants' total ITED mathematics score growth decelerated significantly. However, the Core Plus participants remained slightly higher than the traditional students at the end of the three-year period. The study recommends use of other measures of student learning outcomes beyond the ITED to determine the effectiveness of Core Plus among diverse groups of students

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