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ERIC Number: ED514689
Record Type: Non-Journal
Publication Date: 2010
Pages: 10
Abstractor: ERIC
Reference Count: 30
Evaluating Math Recovery: Implications for Policy and Practice
Smith, Thomas
Society for Research on Educational Effectiveness
This presentation focuses on an initial evaluation study of Math Recovery (MR), a pullout, one-to-one tutoring program that has been designed to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap and enabling participants to achieve at the level of their higher-performing peers in the regular mathematics classroom. Following Cordray and Morphy (2009), the authors' goal was not merely to assess whether MR works, for whom, under what circumstances. They also attempted to understand how and why the program works to produce particular outcomes (cf. Clements, 2007). In addition, they illustrate that assessments of implementation fidelity can help identify aspects of an intervention that need improving. Assessments of implementation fidelity in turn require that the evaluation begins with a "well-stated set of expectations about how the intervention is supposed to work, its underlying logic, and rationales for how and why these actions will produce the desired enhancements in student learning, motivation, and achievement" (Hulleman & Cordray, 2009, p. 90). ["Evaluating Math Recovery: Implications for Policy and Practice" was written with Paul Cobb, Dale Farran, David Cordray, Charles Munter, Sarah Green, Annie Garrison, and Alfred Dunn.]
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)