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ensure accuracy. On Evaluating Curricular Effectiveness: Judging
the Quality of K-12 Mathematics Evaluations pened” frequently do
not provide sufficient experimental evidence to permit causal
inference about a curriculum’s effectiveness as measured by
student achievement, the studies may indicate why that
curriculum had the effect it did and it may highlight aspects of
implementation or design that were instrumental in producing
that effect. Such studies, generally referred to as case
studies, can provide useful information along a number of
dimensions that emanate from a careful description of the
connections among a curriculum’s program theory, its
implementation theory, and its actualization in particular
settings (Bickman, 1987). The generalizations from a well-
designed comparative evaluation may not provide sufficient
inform