International assessment data indicate American students are not competing with their counterparts in
other countries. The mathematics curriculum and pedagogy are not preparing students to compete in a
global economy. This study compared student achievement using sixth grade mathematics results from the
Illinois Standards Achievement Test. Specifically, the study compared the results of students in three
different rural school districts, all of whom were receiving instruction in three different mathematics
curricula. In one district, students received seven years of the K-6 Everyday Mathematics curriculum
which was compared with students who received seven years of instruction using a traditional mathematics
curriculum in the second district and in the third district scores were compared with students who were
taught using a traditional mathematics curriculum supplemented with Mountain Math. The results of this
study indicate the constructivist K-6 elementary mathematics curriculum did not lead to higher levels in
math achievement when compared with the traditional methods of instruction.