A series of five separate studies were conducted to examine the effectiveness of the Sharon Wells Mathematics Curriculum at improving students passing rate on Texas’ state-mandated curriculum examinations. For these studies, student performance in schools implementing the Sharon Wells curriculum were compared to schools not implementing this curriculum. Together, student performance in over 200 schools over a five-year period, from 1999 to 2003, were compared based upon whether the SWM curriculum or some other mathematics curriculum was being used.

The five studies attempted to systematically identify possible differences in student passing rate between schools implementing the SWM curriculum and those utilizing another curriculum. The scope of the studies included:

	An examination of the passing rates of students in schools characterized by differing levels of implementation of the SWM curriculum. Three groups were identified: (a) non-implementing, comparison schools, (b) schools with a moderate degree of implementation, including grade-levels and time; and (c) schools with a greater degree of implementation, including more grade-levels, and over a greater amount of time.
	An examination of the effects of the SWM curriculum on passing rates of students from different racial/ethnic populations.
	An examination of the change in student passing rates from 1999 to 2003, and the effect of the degree to which the SWM curriculum was implemented on each campus.
	An examination of teacher effects (i.e., years of experience) and degree of implementation on student passing rates in grades 3, 4, and 5.
	An analysis only with implementing schools aimed at identifying factors that might predict student passing rates.
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