As with Investigations, it appears that the numerous studies demonstrating middle school student achievement when taught under the CMP approach are bogus.
This study, completed by the US Department of Education, found that of the 22 studies conducted on CMP, 19 had so many flaws that they didn’t meet their standards for reliability. The other 3 met the standards but with reservations.
Of the 3 remaining, semi-valid studies, the results were inconclusive. Students taught under CMP underperformed their peers taught under a more traditional program when assessed by the Iowa Test of Basic Skills (ITBS), exceeded their peers when assessed by the Mass. Comprehensive Assessment System (MCAS), and equaled their peers when assessed by the Texas Assessment of Academic Skills (TAAS).