Replicating the CGI Experiment in Diverse Environments: Effects on Grade 1 and 2 Student Mathematics Achievement in the First Program Year

Abstract

This study was made possible by the collaboration and hard work of many individuals beside the study authors. We are grateful to the leaders in two school districts, principals, teachers, and thousands of first-and second-grade children and their parents or guardians who agreed to participate in the study and responded to the many waves of data requests that form the basis of this report. Many unnamed school secretaries, registrars, district-level data managers, and institutional review boards at the two school districts played important roles in providing access to critical data. We are particularly appreciative of the willingness of Linda Levi and the other members of Teachers Development Group to take part in this evaluation.

How We Learn About Teacher Learning

“…Now we have yet a third test (Schoen, LaVenia, Tazaz, & Faraina, 2018) of CGI, this one based on the new packaged version of the program. This new packaged version of CGI yielded an average effect of zero.…”

Investigating the association between students' strategy use and mathematics achievement

“…The sample for the present study included 270 second‐grade students from 22 public elementary schools located in two adjacent school districts in Florida. Teachers and students in the 22 schools were participating in a larger study investigating the impact of teachers' opportunities to participate in a professional development program based on Cognitively Guided Instruction (CGI) on student mathematics achievement (Schoen et al, 2020). The present study used student data that were gathered in the 1st year of the larger study.…”

“…The data for the present study were drawn from a student mathematics interview named Mathematics Performance and Cognition (MPAC; Schoen et al, 2016), and the Iowa Test of Basic Skills‐Math Problems test (ITBS; Hoover et al., 2001). The ITBS and MPAC interviews were administered in spring 2014.…”

“…They were instructed by the interviewers to solve the problem in any way that made sense to them. Thirteen percent of the interviews were coded by two independent raters, and the percentage‐agreement method was used to calculate the proportion of interrater agreement for the major strategy type, which was found to be 83% (Schoen et al, 2016).…”

Comparing the frequency and variation of additive word problems in United States first‐grade textbooks in the 1980s and the Common Core era

“…Starting with a randomized controlled trial that was conducted in the 1980s, Cognitively Guided Instruction (CGI) has had a far‐reaching impact on research, policy, and curriculum in mathematics education (Carpenter et al., 1989; Carpenter et al., 1996; Fennema et al., 1996; Jacobs et al., 2007; Schoen et al, 2018; Schoen et al, 2020). CGI is complex and multifaceted, but research‐based frameworks for types of word problems and strategies students use to solve problems are two of its more salient features (Carpenter et al., 1999).…”