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Many U.S. children start school with weak math skills, and children from poor households lag behind those from affluent ones. These differences grow over time, resulting in substantial differences in math achievement by the time students reach grade 4. The federal Title I program provides financial assistance to schools with a high number or percentage of students from low-income households, to help all students meet state academic standards. Under the No Child Left Behind (NCLB) Act of 2001, these schools must make adequate yearly progress in meeting state-specific targets for proficiency in math and reading, with the goal of ensuring that all students are proficient in math and reading by 2014. To provide educators with information that may contribute to making adequate yearly progress, this large-scale national study examines whether some math curricula for early elementary school are more effective than others at improving student math achievement. A small number of curricula, based on different theories for developing math skills, dominate elementary school math instruction–seven math curricula make up 91 percent of the curricula used by K-2 educators. Although the NCLB Act emphasizes the importance of adopting scientifically based education practices, there is little rigorous research evidence to support one theory or curriculum over another. This study aims to help fill that knowledge gap. After one year this study demonstrated that math achievement for grade 1 students was significantly higher among schools using the Math Expressions and Saxon Math curricula than among those using Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics. (Contains 1 figure.) [For the full report, “Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools. NCEE 2009-4052,” see ED504418.]