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An Efficacy Study of the Bridges Curriculum on Student Learning

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Title: An Efficacy Study of the Bridges Curriculum on Student Learning
Language: English
Authors: Michael A. Cook, Jennifer R. Morrison, Steven M. Ross, Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Source: Center for Research and Reform in Education. 2025.
Availability: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
Peer Reviewed: Y
Page Count: 36
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Education
Descriptors: Curriculum Evaluation, Program Effectiveness, Elementary School Curriculum, Mathematics Curriculum, Mathematics Achievement, School Districts, Urban Schools, Elementary School Students, Student Centered Curriculum, Mathematics Tests, Scores
Geographic Terms: California, Arizona
Assessment and Survey Identifiers: Smarter Balanced Assessments
Abstract: In this prospective school-level quasi-experimental design (QED) study, The Center for Research and Reform in Education (CRRE) at Johns Hopkins University examined the impact of the Bridges Third Edition curriculum on Grades K-5 student mathematics achievement in two school districts. One was a large urban district in California, and the other was a medium-sized suburban district in Arizona. The QED compared the mathematics achievement of students in matched schools that used the Bridges curriculum in the 2024-25 school year with that of comparison students in schools that did not use Bridges. The primary research question explored the impact of the Bridges curriculum on student mathematics achievement gains. The authors additionally explored the extent program impacts varied by grade level, student subgroup (race/ethnicity, gender, free and reduced lunch students, English-language learners (ELLs), and special education students), and mathematics achievement subscales (e.g., counting, operations, fractions, geometry).
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679062
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
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  Data: In this prospective school-level quasi-experimental design (QED) study, The Center for Research and Reform in Education (CRRE) at Johns Hopkins University examined the impact of the Bridges Third Edition curriculum on Grades K-5 student mathematics achievement in two school districts. One was a large urban district in California, and the other was a medium-sized suburban district in Arizona. The QED compared the mathematics achievement of students in matched schools that used the Bridges curriculum in the 2024-25 school year with that of comparison students in schools that did not use Bridges. The primary research question explored the impact of the Bridges curriculum on student mathematics achievement gains. The authors additionally explored the extent program impacts varied by grade level, student subgroup (race/ethnicity, gender, free and reduced lunch students, English-language learners (ELLs), and special education students), and mathematics achievement subscales (e.g., counting, operations, fractions, geometry).
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 36
    Subjects:
      – SubjectFull: Curriculum Evaluation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Elementary School Curriculum
        Type: general
      – SubjectFull: Mathematics Curriculum
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: School Districts
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Student Centered Curriculum
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      – SubjectFull: Mathematics Tests
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      – SubjectFull: Scores
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      – SubjectFull: California
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      – SubjectFull: Arizona
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      – SubjectFull: Smarter Balanced Assessments
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      – TitleFull: An Efficacy Study of the Bridges Curriculum on Student Learning
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