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ERIC Number: EJ1014930
Record Type: Journal
Publication Date: 2013-Aug
Pages: 39
Abstractor: As Provided
Reference Count: 134
ISBN: N/A
ISSN: ISSN-0002-8312
Longitudinal Evaluation of a Scale-up Model for Teaching Mathematics with Trajectories and Technologies: Persistence of Effects in the Third Year
Clements, Douglas H.; Sarama, Julie; Wolfe, Christopher B.; Spitler, Mary Elaine
American Educational Research Journal, v50 n4 p812-850 Aug 2013
Using a cluster randomized trial design, we evaluated the persistence of effects of a research-based model for scaling up educational interventions. The model was implemented in 42 schools in two city districts serving low-resource communities, randomly assigned to three conditions. In pre-kindergarten, the two experimental interventions were identical, but one included follow-through in the kindergarten and first-grade years, including knowledge of the pre-K intervention and ways to build upon that knowledge using learning trajectories. Students in the experimental group scored significantly higher than control students ("g" = 0.51 for those who received follow-through intervention in kindergarten and first grade; "g" = 0.28 for non-follow-through), and follow-through students scored significantly higher than non-follow-through students ("g" = 0.24). (Contains 6 tables and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305K050157
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations