"Achievement Effects of Four Elementary School Math Curricula: Findings from First Graders in 39 Schools" examined the relative effectiveness of four widely-used early elementary school math curricula: (1) "Investigations in Number, Data and Space" ("Investigations"); (2) "Math Expressions" ("ME"); (3) "Saxon Math" ("Saxon"); and (4) "Scott Foresman-Addison Wesley Mathematics" ("SFAW"). The study included about 1,300 first graders from 39 schools in four school districts in Connecticut, Minnesota, New York, and Nevada. The relative effectiveness of the four curricula was measured by comparing end-of-year test scores on a nationally normed math assessment developed for the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). The research described in this report is consistent with What Works Clearinghouse (WWC) evidence standards. Highlights of the study are presented herein. [The following study is the focus of this "Quick Review": Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., & Murphy, R. (2009). "Achievement effects of four elementary school math curricula: Findings from first graders in 39 schools" (NCEE 2009-4052). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education (ED504418).]