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ERIC Number: ED528837
Record Type: Non-Journal
Publication Date: 2011
Pages: 8
Abstractor: ERIC
Reference Count: 21
ISBN: N/A
ISSN: N/A
Testing the Efficacy of a Kindergarten Tier 2 Intervention Program
Clarke, Ben; Baker, Scott K.; Smolkowski, Keith; Fien, Hank; Doabler, Chris; Cary, Mari Strand; Chard, David
Society for Research on Educational Effectiveness
The purpose of this study, funded by the "Institute for Education Sciences" under the "Mathematics and Science Education" topic, was to test the efficacy of a Tier 2 intervention curriculum, "ROOTS", when implemented under rigorous experimental conditions. In this study all classrooms implemented a validated Tier 1 core curriculum (Clarke et al., in press), and classrooms were randomly assigned to treatment and comparison conditions, blocking on school. Treatment classrooms implemented the validated Tier 1 core curriculum plus the ROOTS an intervention program for at-risk students. Comparison classrooms implemented the validated Tier 1 core curriculum plus standard district practice for intervening with at-risk students. The study sample included two participant groups: kindergarten instructional assistants and at-risk students in the participating kindergarten classrooms. The results of the analyses suggest that at-risk students may have performed better in classrooms that provided ROOTS than in classrooms that offered standard district practice. The authors found small to medium effect sizes for the TEMA (g = 0.32), CBM total (g = 0.31), and one individual CBM measure, Quantity Discrimination (g = 0.50). All effect sizes meet the WWC standards (What Works Clearinghouse, 2008) for showing a "substantively important positive effect". Although the effect sizes were encouraging, the authors were unable to reject the null hypothesis for the TEMA (p = 0.066) or CBM total (p = 0.144). For Quantity Discrimination, however, the authors found a statistically significant result (p = 0.011). All tests used 27 degrees of freedom corresponding to the classroom level.
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Publication Type: Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)