This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and post-treatment data from 2010 NJ ASK3 and 2012 NJ ASK5 administrations, respectively. The study examined the achievement outcomes of 205 Grade 5 general education students across several independent variables (race/ethnicity, gender, SES, attendance). Statistical analyses revealed fairly consistent results regarding differences in student performance on the 2012 NJ ASK5 in schools implementing Singapore Math and in schools implementing Everyday Mathematics. Generally, across all analyses, there were no substantial differences in performance based upon treatment status. Similarly, there were no patterns of differential treatment effects across the dimensions of race/ethnicity, gender, and SES. Overall, treatment was found to be the weakest predictor of student performance, whereas student background characteristics (race/ethnicity and SES), and attendance accounted for the greatest proportion of variation in the performance of certain subgroups.
","abstract_html":"<p>This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and post-treatment data from 2010 NJ ASK3 and 2012 NJ ASK5 administrations, respectively. The study examined the achievement outcomes of 205 Grade 5 general education students across several independent variables (race/ethnicity, gender, SES, attendance). Statistical analyses revealed fairly consistent results regarding differences in student performance on the 2012 NJ ASK5 in schools implementing Singapore Math and in schools implementing Everyday Mathematics. Generally, across all analyses, there were no substantial differences in performance based upon treatment status. Similarly, there were no patterns of differential treatment effects across the dimensions of race/ethnicity, gender, and SES. Overall, treatment was found to be the weakest predictor of student performance, whereas student background characteristics (race/ethnicity and SES), and attendance accounted for the greatest proportion of variation in the performance of certain subgroups.</p>","abstract_has_math":false,"creators":["Powell, Tina L."],"institution":null,"degree_name":"Executive Ed.D. in Education Leadership Management and Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Gerard Babo, Ed.D.","Christopher Tienken, Ed.D.","Erin Krupa, Ph.D.","Heather Jackson, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-02-25T08:00:00Z","date_published":"2014-02-25T08:00:00Z","updated_at":"2026-07-24T04:32:52Z","subjects":["Elementary Mathematics","Curriculum Evaluation","Singapore Math","Everyday Math","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/1981","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gerard Babo, Ed.D.","Christopher Tienken, Ed.D.","Erin Krupa, Ph.D.","Heather Jackson, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Powell, Tina L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-07-09T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Executive Ed.D. in Education Leadership Management and Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Mathematics","Curriculum Evaluation","Singapore Math","Everyday Math","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/1981"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and post-treatment data from 2010 NJ ASK3 and 2012 NJ ASK5 administrations, respectively. The study examined the achievement outcomes of 205 Grade 5 general education students across several independent variables (race/ethnicity, gender, SES, attendance). Statistical analyses revealed fairly consistent results regarding differences in student performance on the 2012 NJ ASK5 in schools implementing Singapore Math and in schools implementing Everyday Mathematics. Generally, across all analyses, there were no substantial differences in performance based upon treatment status. Similarly, there were no patterns of differential treatment effects across the dimensions of race/ethnicity, gender, and SES. Overall, treatment was found to be the weakest predictor of student performance, whereas student background characteristics (race/ethnicity and SES), and attendance accounted for the greatest proportion of variation in the performance of certain subgroups.
"]},{"key":"dc:title","label":"Title","values":["A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District"]}]}],"canonical_facts":{"dc:contributor":["Gerard Babo, Ed.D.","Christopher Tienken, Ed.D.","Erin Krupa, Ph.D.","Heather Jackson, Ed.D."],"dc:creator":["Powell, Tina L."],"dc:date.available":["2014-07-09T07:00:00Z"],"dc:description.abstract":["This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and one NCTM-aligned mathematics program, Everyday Mathematics, on Grade 5 mathematics performance. An explanatory non-experimental research design was employed using post hoc pre- and post-treatment data from 2010 NJ ASK3 and 2012 NJ ASK5 administrations, respectively. The study examined the achievement outcomes of 205 Grade 5 general education students across several independent variables (race/ethnicity, gender, SES, attendance). Statistical analyses revealed fairly consistent results regarding differences in student performance on the 2012 NJ ASK5 in schools implementing Singapore Math and in schools implementing Everyday Mathematics. Generally, across all analyses, there were no substantial differences in performance based upon treatment status. Similarly, there were no patterns of differential treatment effects across the dimensions of race/ethnicity, gender, and SES. Overall, treatment was found to be the weakest predictor of student performance, whereas student background characteristics (race/ethnicity and SES), and attendance accounted for the greatest proportion of variation in the performance of certain subgroups.
"],"dc:identifier":["https://scholarship.shu.edu/dissertations/1981"],"dc:subject":["Elementary Mathematics","Curriculum Evaluation","Singapore Math","Everyday Math","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Science and Mathematics Education"],"dc:title":["A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District"],"thesis:degree_discipline":["Education Leadership, Management and Policy"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Executive Ed.D. in Education Leadership Management and Policy"]},"updated_at":"2026-07-24T04:32:52Z"}