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Regional Data Reports: Standardized-Test Scores

This chart shows SAT results in a study of students at Eaglecrest High School in Denver. The study used matched pairs of students from the IMP course sequence and the traditional algebra course sequence. The IMP group's mean score was higher than that of the non-IMP group.

Originally published in Evaluation Update No. 1, 1995, this chart shows SAT results from the class of 1993 WCER transcript study. The study analyzed matched groups of IMP students and non-IMP students who entered high school with comparable mathematics achievement (baseline data: eighth-grade achievement test scores). The mean SAT scores of the two groups were virtually identical.
IMP continues to receive reports from across the country giving further evidence that the curriculum contributes to student achievement in mathematics, as shown in analyses of scores on standardized tests.

At Philadelphia's Central High School, a selective college preparatory magnet school, a recent matched-sample analysis showed that eleventh-grade IMP students' scores were higher than those of their counterparts in traditional mathematics courses on several measures. IMP students' mean SAT score on the mathematics section was 563.2, compared to the non-IMP group mean score of 558.2. On grade point average (GPA), which is based on a 100-point scale at this school, IMP students' GPA was 91.7 compared to non-IMP students' GPA of 90.4. Student achievement data have been reported from previous years, indicating statistically significant higher scores among IMP students on PSAT test scores than among students enrolled in traditional mathematics courses.*

*Evaluation Update, No. 1, 1995, and No. 2, 1996

In Denver, where IMP has been taught since 1990 at Eaglecrest High School, data were collected from transcripts of 1996 graduates. In a matched-pair comparison of SAT test results (see upper chart), the IMP group mean SAT score (555) was higher than the non-IMP group (533). Students were matched on the basis of high school mathematics history, percentile rank, or Iowa Test of Basic Skills (ITBS) Fall 1990 (grade 7), gender, and ethnicity.

Together with results of earlier IMP studies (see lower chart), these reports demonstrate that IMP students do at least as well on standardized test as students in traditional courses.

At the same time that IMP students keep pace with traditional students on standardized tests, IMP students also learn statistics and probability and develop important quantitative reasoning skills. These content areas and skills are not covered in depth in traditional high school mathematics courses, nor are they emphasized in the SAT.