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Determining the effectiveness of core mathematics curricula is foundational to evidence-based practice. Examining effectiveness heterogeneity is also crucial to better understanding mathematics achievement among English language learners (ELLs). In this study, we used a quasi-experimental design (difference-in-differences) to examine the impact of a standards-based elementary mathematics curriculum ( Bridges in  Math ematics ) on fifth graders’ annual gains in mathematics achievement in a large midwestern school district compared to the district’s prior curriculum ( Investigations ). We also investigated whether the effect of  Bridges  varied across English language proficiency (ELP) levels of ELLs. Students in schools that implemented  Bridges  ( n  = 1,839) showed significantly greater mathematics gains compared to those receiving the prior curriculum ( n  = 3,354;  g  = 0.25 in change score standard deviations). This effect did not vary significantly across ELP levels. Limitations of this study as well as implications for research and practice with core curricula are discussed. Impact Statement We used a quasi-experimental design to investigate the effect of theBridges  in Mathematics  curriculum on student mathematics achievement gains in fifth grade in a large, urban school district. Students who received the curriculum grew measurably more on mathematics scores from the fall to spring of fifth grade than students who received the previous curriculum. English language learners with heterogenous English language proficiency levels and English-proficient peers benefited similarly from the curriculum.

Examining Bridges in Mathematics and Differential Effects Among English Language Learners