In the Spring of 2013, we interviewed a sample of 75 K-5 teachers from four school districts who had been using Everyday Mathematics district-wide for 5 or more years. We were interested in identifying the most important influences affecting why and to what extent these teachers used, or did not use EM. Look at the visualization to see what happened to their answers when teachers had time to reflect.

Measuring educational interventions in context:A system for identifying how and why instructional materials are effective

View Amy Cassata’s presentation at the 2015 Global Implementation Conference

Implementing and sustaining effective educational interventions is not easy for teachers, especially when contexts and conditions in school systems are constantly changing. In this mixed-method, NSF-funded research study, our team studied implementation of the Everyday Mathematics curriculum in five districts using EM for different lengths of time. We measured variation in teachers' EM use and identified contextual factors that influenced teachers within and across districts. We also explored relationships between EM use, influential factors, and student mathematics achievement.