The 'haves' and the 'have nots': Who is better off?

Abstract

The Numeracy Development Project has been claimed as successful in raising student achievement. The extent of the success, however, varies with the decile rating of the school, and the degree to which the project itself is responsible for improved achievement can be questioned. This paper explores some of the theoretical background to aspects of the project and raises issues around the nature of the evidence being used to make such claims.