A recent study, "The Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students of Varying Ability," examined the effectiveness of "Solve It!," a program intended to improve the problem-solving skills of seventh-grade math students. During the program, students are taught cognitive strategies of varying complexity to solve math word problems. The ultimate goal is for students to internalize the strategies and use them automatically during problem solving. For this study, researchers analyzed the math and reading scores of 1,059 students in Miami-Dade County Public Schools to measure the impact of "Solve It!" The study found that the program had no impact on the students' math and reading achievement. The study had high levels of student attrition; however, the samples of students were demonstrated to be equivalent at baseline on Florida Comprehensive Assessment Test (FCAT) math and reading scores. Therefore, the research meets What Works Clearinghouse (WWC) group design standards with reservations. The following are appended: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. [The following study is the focus of this "Single Study Review": Montague, M., Krawec, J., Enders, C., & Dietz, S. (in press). The effects of cognitive strategy instruction on math problem solving of middle school students of varying ability. "Journal of Educational Psychology."]