ERIC Number: EJ1068531
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Benefits of the Michiana Daily Mathtracks Programme for Students Living in Poverty
Davies, Randall S.; Qudisat, Rasha M.
Educational Research and Evaluation, v21 n4 p301-323 2015
This paper summarizes results from a math intervention implemented in a high-poverty urban community. Over 7,300 students from kindergarten to 4th grade in 1 low-socioeconomic-status school district participated in the study. Students from 13 different schools (36 different classroom) participated in the treatment. Comparisons were made to purposely selected control-group schools and all other students in the district. The aim of the intervention was to help early elementary-age students living in poverty learn essential math facts and master basic computational skills as a foundation for improving their math ability. The study used a pre-test/post-test quasi-experimental design with control and treatment groups. Achievement for both groups was compared to that of the school district as a whole, with analysis disaggregated by poverty status. The results found positive gains in the treatment group's math achievement at every grade level, transcending differences in socioeconomic status.
Descriptors: Mathematics Instruction, Intervention, Poverty, Urban Areas, At Risk Students, Elementary School Students, Low Income Groups, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Mathematics Skills, Computation, Pretests Posttests, Quasiexperimental Design, Control Groups, Experimental Groups, Comparative Analysis, Socioeconomic Influences, School Districts, Achievement Gap, Program Effectiveness, Scores, Statistical Inference, Statistical Analysis, Standardized Tests, Remedial Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Grade 2; Grade 3; Grade 4; Intermediate Grades
Authoring Institution: N/A
Identifiers - Location: Indiana
Grant or Contract Numbers: N/A