INTERACTIVE MATHEMATICS
PROGRAM 

Impact of the
Interactive Mathematics Program on the Retention of Underrepresented
Students: Class of 1993 Transcript Report for
School 1: "Brooks High School" (Project Report 953) 

The central question for this
study is as follows: Does enrollment in the Interactive Mathematics
Program (IMP) increase the likelihood that students in generaland those
from underrepresented groups in particularwill take more and a higher
quality of mathematics? 
Impact of the Interactive Mathematics Program on the Retention of
Underrepresented Students: Class of 1993 Transcript Report for
School 2: "Hill High School" (Project Report 954) 

The central question for this
study is as follows: Does enrollment in the Interactive Mathematics
Program (IMP) increase the likelihood that students in generaland those
from underrepresented groups in particularwill take more and a higher
quality of mathematics? 
Impact of the Interactive Mathematics Program on the Retention of
Underrepresented Students: Class of 1993 Transcript Report for
School 3: "Valley High School" (Project Report 955) 

The central question for this
study is as follows: Does enrollment in the Interactive Mathematics
Program (IMP) increase the likelihood that students in generaland those
from underrepresented groups in particularwill take more and a higher
quality of mathematics? 




Impact of the Interactive Mathematics Program on the Retention of
Underrepresented Students: CrossSchool Analysis of Transcripts for
the Class of 1993 for Three High Schools (Project Report 962) 

The central question for this
study is as follows: Does enrollment in the Interactive Mathematics
Program (IMP) increase the likelihood that students in generaland those
from underrepresented groups in particularwill take more and a higher
quality of mathematics? 
Comparison of IMP
Students with Students Enrolled in Traditional Courses on Probability,
Statistics, Problem Solving, and Reasoning (Project Report 971) 

A series of three studies compared the
performance of students enrolled in the Interactive Mathematics Program
(IMP) with students enrolled in the traditional algebra 1, geometry, and
algebra 2 sequence. The studies, conducted at the end of the 199596
school year, compared the performance of IMP students with students
enrolled in the traditional collegepreparatory course sequence on
activities using probability, statistics, quantitative reasoning, and
problem solving. The studies were done independently of each other at
three different schools, with ethnically diverse populations, different
outcome measures, and different grade levels: grade 9, grade 10, and
grade 11. 
Comparison on Statistics Items of Grade 9 Interactive Mathematics Program
(IMP) Students with Algebra Students at One High School (Project Report
972) 

Grade 9 students in three IMP Year
1 classes were compared to Grade 9 students in four algebra 1 classes at
one high school in a city located in a western state. Students were given
all four statistics items released from the Second International
Mathematics Study, 198182. IMP students significantly outperformed
algebra 1 students as determined by tests of scores on the Comprehensive
Test of Basic Skills. A matchedgroup analysis, which controlled for prior
mathematics achievement and sex, produced results, with IMP students
significantly outperforming algebra 1 students. 
Comparison on Problem Solving and Reasoning of Grade 10 Interactive
Mathematics Program (IMP) Students with Geometry Students at One High
School (Project Report 973) 

Grade 10 students in four IMP Year
2 classes were compared to Grade 10 students in six geometry classes at
one high school in a city located in a north central state. Students were
administered two performance assessment activities prepared for the
Wisconsin Student Assessment Systems. IMP students significantly
outperformed geometry students, as determined by tests of statistical
significance, controlling for prior achievement as indicated by Grade 8
mathematics scores on the Iowa Test of Basic Skills. A matchedgroup
analysis, which controlled for prior mathematics achievement, ethnicity
and sex, produced consistent results, with IMP students significantly
outperforming algebra 1 students. 

Replication Study of the comparison of IMP
Students Enrolled in Traditional Courses on Probability, Statistics,
Problem Solving, and Reasoning (Project Report 975)

 The Interactive
Mathematics Program (IMP) is a fouryear high school mathematics
curriculum designed to be aligned with the core curriculum recommended
in the National Council of Teachers of Mathematics Curriculum
and Evaluation Standards. The curriculum is problembased and
incorporates traditional topics including algebra, geometry, and
trigonometry with topics given less emphasis in traditional high school
programs, especially statistics and probability. Initiated in 1989, IMP
is one of the first complete high school mathematics curricula to be
developed that puts into practice what is recommended in the NCTM
Standards. This report is one of a series attempting to produce
evaluative information about IMP and, as a consequence, about
assumptions and recommendations in the NCTM Standards. 
SmallSample
Longitudinal Study of Group Problem Solving and Attitudes of IMP Students and
Traditional Mathematics Students—Grade 9 to Grade 11 (Project
Report 982) 

This is the third and final brief report of the longitudinal study designed to
monitor the growth in students' ability to solve problems while working in small
groups and their development in using communication skills in doing mathematics.
The study was one of several conducted by the Interactive Mathematics Program
Evaluation Project. The available resources could not support a rigorous study
to answer all of the questions associated with the complex nature of problem
solving and group communications. This study provides some information and
insights into how students working in groups perform while solving mathematics
problems. 

Report
to the National Science Foundation on the Impact of The Interactive
Mathematics Project (IMP)
Report by Harold L. Schoen 

IMP LINKS:
The IMPlementation
Center
WCER Highlights,
Winter
19961997 






