High-quality instructional materials hold real promise for improving early math learning, yet rigorous evidence on their effectiveness in the elementary grades remains limited compared with what is known about later grade levels. Within that evidence gap, this WestEd study asks whether Innovamat, a competency-based elementary math curriculum, is associated with stronger achievement in grades 2 and 3 and how teachers’ implementation experiences help explain the results.

Drawing on a quasi-experimental matched-comparison study of approximately 460 students across two New Jersey districts, the study finds that Innovamat produced meaningful gains after 2 years of sustained use, though no significant effect appeared after a single year. Teacher interviews add context, with educators reporting greater student engagement, richer mathematical discussion, and stronger conceptual understanding. The findings offer practical insight for district and school leaders, elementary math teachers, and researchers.