This paper draws on secondary achievement data and describes the pupils’
achievement during the first years of a mathematics teaching reform.
Cross sectional analyses of the data showed no improvement in
performance during the first years of the reform. However, during the
same period, variations in the pupils’ scores reduced. The fact that it is
difficult to make claims about impact of reform in the absence of
experimental data, findings reported in this paper have become a rational
to extend these analyses beyond the descriptive statistics to include data
from other sources.