Download or read book Effects of the ENVISIONMATH Common Core Mathematical Diagnostic Intervention System on Student Achievement in Kindergarten Through Fifth Grade written by Stephen G. Heinauer and published by . This book was released on 2015 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Indiana s System of Diagnostic Assessments on Mathematics Achievement written by Spyros Konstantopoulos and published by . This book was released on 2011 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to design a rigorous experimental study and collect high quality data to determine the effectiveness of the intervention on student achievement. In particular, the authors examined whether diagnostic assessments implemented by schools in Indiana produced rigorous estimates of their effects on student performance on the state's annual Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) measures. Because the data were produced from a well designed randomized experiment they have high internal validity and justify causal inferences about the intervention effects (Shadish, Cook, & Campbell, 2002). In addition, because their sample included numerous schools (58 schools) from different school districts in Indiana their results should have higher external validity than those from convenient and localized samples. To account for the nesting of students within schools the authors employed two-level models to examine the effectiveness of the intervention. The experiment took place in Indiana in 2009-2010 and included K-8 schools that had volunteered to be part of the intervention the Spring of 2009. The authors used data from the first year of the experiment for grades K through 8. They conducted analysis on the initial number of schools that were randomly assigned to conditions (Intention to Treat or ITT) and on the participating or TOT (Treatment on Treated) schools. The outcome was mathematics scores of ISTEP+. The findings overall suggested that across all grades (K to 8) the treatment effect was positive, but it was not as large and not significantly different from zero. As a result, it seems that the type of diagnostic assessment that Indiana implemented in the sample of schools they evaluated did not improve mathematics achievement that much. The same conclusion holds for the results using grades K to 2 and 3 to 8. However, the within grade analysis revealed that in fifth grade mathematics the treatment effect was significant and not trivial. The treatment effect was consistently as large as one-fifth of a standard deviation and indicated an important annual gain in mathematics achievement. All other estimates were not consistently significant and depended on the specification. Hence, it is unclear that the intervention had any systematic effects on student achievement except for fifth grade mathematics. The estimates produced from the TOT analysis indicated significant treatment effects. However, it is likely that the TOT estimates are biased due to selection and therefore they are not as internally valid as those produced by the ITT analysis.

Download or read book EnVisionMATH What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2013 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: "EnVisionMATH," published by Pearson Education, Inc., is a core curriculum for students in kindergarten through grade 6. The program seeks to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling. Differentiated instruction and ongoing assessment are used to meet the needs of students at all ability levels. The What Works Clearinghouse (WWC) identified one study of "enVisionMATH" that both falls within the scope of the Elementary School Mathematics topic area and meets WWC evidence standards. The study meets WWC evidence standards without reservations, and included 1,156 elementary school students in the second and fourth grades in eight locations across the United States. The WWC considers the extent of evidence for "enVisionMath" on the math performance of elementary school students to be small for the mathematics achievement domain, the only outcome domain examined for studies reviewed under the Elementary School Mathematics topic area. "enVisionMath" was found to have potentially positive effects on mathematics achievement for elementary school students. Appended are: (1) Research details for Resendez & Azin, 2008; (2) Outcome measures for each domain; (3) Findings included in the rating for the mathematics achievement domain; and (4) Description of supplemental findings for Year 2 for the mathematics. A glossary is included. (Contains 4 tables, 6 endnotes and 1 additional source.).

Download or read book Steep Math Intervention System and Its Effect on Low Performing Students in Mathematics written by Deborah Inez Hastings and published by . This book was released on 2009 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study compared historical data for fifth grade students during the 2006-2007 and 2007-2008 school years. The students were identified as needing intervention based on their low performance in math on the CRCT. The Georgia Department of Education mandates that low performing students participate in the EIP program, receive research-based interventions, and are progress monitored through a curriculum-based management system. The Title I funded school in north Georgia progress monitor low performing students’ responsiveness to research-based interventions using the STEEP Math Intervention system. In this study, data was analyzed to determine if there was a significant statistical difference in the distribution of CRCT math scores for fifth grade students who were not progress monitored using the STEEP Math Intervention system in 2006-2007. The findings from the study supported the null hypothesis that there was not a significant statistical difference in the distribution of CRCT math scores between fifth grade students who received the STEEP Math Intervention system and the fifth grade who did not receive the STEEP Math Intervention system.

Download or read book The Effects of Growth Mindset on Fifth Grade Math Achievement written by Ailsa Smith and published by . This book was released on 2018 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Fifth grade students participated in a fixed and growth mindset curriculum intervention in an effort to increase student math achievement. The teacher planned a seven-week fixed and growth mindset intervention in which all students participated. The purpose was to examine the effects of growth mindset using a mindset Likert survey, Eureka math pre-and post-math assessment, and academic strategy exit tickets. The literature review examined research studies related to growth mindset in the classroom setting, brain plasticity, grit and resilience, and math achievement. As a result of intervention, the students pre-and post Eureka math assessment scores increased by an average of 29%, showing a significant statistical difference at the t=0.05 level."--Abstract, p. 1.

Download or read book Effects of Consultation and Curriculum based Monitoring on Math Performance written by Ellen Amanda Teelucksingh and published by . This book was released on 2002 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Math Intervention on Student Achievement written by Staci Ulichnie and published by . This book was released on 2015 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes towards math was given to all students. Teachers were also involved in a survey, asking if they felt the school needed a math interventionist. The measuring instruments for this study were pre-assessments, chapter tests, AIMS data, MAP scores, and 2015 ACT scores. The results of the research showed that the use of a math interventionist increased student achievement. All of the students in this study made gains. Appendices include the student survey, teacher survey, and parent letter.

Download or read book Investigation of the Effects of a Response to Intervention Process on Elementary aged Students Mathematical Achievement written by Lynne R. Short and published by . This book was released on 2012 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study involving third through fifth graders using Response to Intervention (RTI) and Curriculum-Based Measurement (CBM) as vehicles to increase math achievement.

Download or read book An Investigation of the Effect of Interventions Based on Common Core Mathematical Practices on the Math Achievement of Struggling Students in Grade 6 written by Geetha J. Murthy and published by . This book was released on 2016 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Instructional Practices in Mathematics and Student Achievement written by Audrey Flojo Colletti and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of lesson plans aligned with Pennsylvania Common Core math standards and district recommended scope and sequence on student mathematics achievement, as measured by Pennsylvania's standardized test, the Pennsylvania System of School Assessment (PSSA). Research was conducted in a suburban district with a Free and Reduced lunch rate of 63.5%. The method selected for this study was a quantitative correlational statistical analysis. Lesson plans were examined for curriculum alignment with high leverage grade level math standards and then compared with student achievement on the grade level Math PSSA. The assumption made in this study in when lesson plans are aligned with state standards and the recommended scope and sequence, students are more likely to achieve proficiency on state assessments. A further assumption is that the dilution of the curriculum to adjust to perceived student ability inhibits student achievement and creates equity issues. Secondarily, during data collection, time dedicated to actual mathematics instruction was collected and noted. Instructional time was measured as a percentage of days represented by lesson plans. The assumption is that time spent on instruction will have an impact on student achievement. This study sought to examine the impact of three key variables: alignment of lesson plans to standards; following the recommmended scope and sequence of math instruction; and instructional time spent on mathematics.

Download or read book WWC Review of the Report written by What Works Clearinghouse (ED) and published by . This book was released on 2014 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2012 study, "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies," examined the effects of "Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD)," a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. "TRIAD" is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure these effects, two versions of the intervention were delivered: (a) "TRIAD" no follow-through ("TRIAD-NFT"), where children only received "TRIAD" in preschool; and (b) "TRIAD" follow-through ("TRIAD-FT"), where children received "TRIAD" in both preschool and kindergarten. Forty-two schools from Buffalo, NY, and Boston, MA were included in this study. Within each city, schools were grouped by the previous year's fourth grade mathematics state assessment scores and then randomly assigned to either the "TRIAD-NFT" group (14 schools), the "TRIAD-FT" group (12 schools), or a comparison group that implemented neither intervention (16 schools). From each preschool classroom, researchers randomly selected up to 15 children to participate. Researchers assessed the math ability of these children at the start of preschool (prior to intervention), at the end of preschool (after 1 year of study participation), and at the end of kindergarten (after 2 years of study participation). Using these completed assessments, 963 students were included in the final analysis. To measure the intervention's effects, the researchers separately compared outcomes at the end of kindergarten for those in "TRIAD-NFT" and "TRIAD-FT" to those from the comparison group. The researchers further compared the end-of-kindergarten outcomes between "TRIAD-NFT" and "TRIAD-FT" to assess whether there were any differences due to the continuity of the "TRIAD" intervention into kindergarten. At the end of kindergarten, the authors found that both the "TRIAD-NFT" and "TRIAD-FT" interventions had a statistically significant positive effect on student performance on the Research-based Elementary Math Assessment (REMA) when compared to students attending comparison schools, and the WWC confirmed these findings. The authors found no difference in REMA performance when comparing students attending "TRIAD-NFT" schools to those attending "TRIAD-FT" schools. The research described in this report meets WWC group design standards with reservations This study is a randomized controlled trial with unknown levels of study attrition, and thus, this study does not pass the attrition standard. However, the study demonstrates the equivalence of the analytic samples for each comparison at baseline. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is also included. [The following study is the focus of this review: Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2012). "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies." "Journal of Research on Educational Effectiveness," 5(2), 105-135 (EJ961450).].

Download or read book Evaluating the Impact of Supplemental Online Math Instruction and Intervention written by Craig R. Tornquist and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.

Download or read book Effects of TRIAD on Mathematics Achievement written by Douglas H. Clements and published by . This book was released on 2016 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting "fadeout" of effects after several years, but some showing lasting effects. In this study, the authors evaluated the long-term impacts of a model for scaling up early interventions, in this case a successful early mathematics curriculum, testing to see whether the originally-sustained impacts persisted up to 7 years beyond baseline. The original evaluation of TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) employed a cluster randomized trial (CRT) design to test the effectiveness of the TRIAD scale-up approach, using the Building Blocksʼ early mathematics curriculum (BB) in preschool. In this evaluation, 42 schools were randomly assigned to three groups. One of the groups was a business-as-usual control (CTRL). In preschool, the other two conditions were identical and entailed TRIAD scale-up (intensive training, coaching focused on both BB curriculum and linked assessment and online professional development). After preschool, one of the treatment conditions included follow-through professional development through 1st grade, including knowledge of the intervention and ways to build upon that knowledge using learning trajectories (TRIAD Follow-Through or TRIAD-FT) while the other condition implemented business-as-usual control (TRIAD Non-follow-through or TRIAD-NFT). Students in the two treatment conditions significantly outperformed their peers in the control condition through 1st grade. The primary purpose of the current investigation was to examine the long-term effects of the early mathematics curriculum, but the secondary aim was to explore whether the TRIAD scale-up approach itself, which included aligned professional development for kindergarten and 1st grade teachers, also enhanced the effects of the pre-K curriculum beyond 1st grade. Research questions were as follows: (1) What are the differences in the average math achievement of the three original study groups (TRIAD-NFT, TRIAD-FT, and CTRL) in 3rd, 4th, and 5th grade; (2) Do the differences in the 3rd, 4th, and 5th grade math achievement of the original study groups vary by the socio-economic and racial/ethnic backgrounds of the students in the groups; (3) What are the differences in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade); and (4) Do the differences in the in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade) vary by the students' socio-economic status and racial/ethnic backgrounds? Figure 1 presents results addressing the first research question that pertain to the differences between the three groups at the end of pre-K through 5th grade. Figures 2a and 2b inform the second research question and show the effects of the FT and NFT conditions separately for African-American, Hispanic, other minority, and white students. Figures 3a and 3b show the FT and NFT effect estimates separately for the low and high SES subgroups formed based on students' eligibility for FRPL. Figures 4, 5a, 5b, 6a, and 6b inform the 3rd and 4th research questions and show parallel results for the stayers (students who stayed in the original conditions between pre-K and 1st grade). Impacts at the end of 5th grade were statistically significant and considerably larger than impacts in 3rd and 4th grade for both conditions and all subgroups. Tables and figures are appended.

Download or read book The Impact of Reform Instruction on Student Mathematics Achievement written by Thomas A. Romberg and published by Studies in Mathematical Thinki. This book was released on 2008 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life. The study was designed to answer three questions: What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? How is this impact different from that of traditional instruction on student performance? What variables associated with classroom instruction account for variation in student performance? The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.

Download or read book Teaching Strategies for Effective Fifth Grade Math Intervention written by Alicia A. Zank and published by . This book was released on 2015 with total page 57 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study is to determine what effects explicit and systematic math intervention instruction will have on student's performance on math assessments. The study will focus on a small group of fifth grade students that have been identified as needing targeted intervention (tier 2) and intensive interventions (tier 1) through the Response to Intervention (RtI) process. During a scheduled daily thirty minute math intervention block, the researcher will focus on using explicit and systematic instruction to help students make progress and close gaps in the area of mathematics. To track student data and ensure consistency, the researcher will utilize an instructional checklist, progress monitoring assessment, student interest survey, and behavior monitoring checklist. The desired outcome will produce results about instructional practices and strategies that help students with math deficiencies to make progress. The following are appended: (1) Data Collection Matrix; (2) Data Collection Tool 1: Instructional Strategy Checklist; (3) Data Collection Tool 2: Diagnostic Assessment/Progress Monitoring Tool; (4) Data Collection Tool 3: Interest Survey; (5) Data Collection Tool 4: Student Behavior Notes; (6) Data Collection Timeline; and (7) Data Tables.

Download or read book The Effects of Professional Development to Create Standards based Curriculum on Student Achievement in Fourth and Fifth Grade Mathematics Classrooms written by Amy E. McBride Martin and published by . This book was released on 2006 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Scott Foresman Addison Wesley Elementary Mathematics What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2010 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Scott Foresman-Addison Wesley Elementary Mathematics" is a core curriculum for students at all ability levels in prekindergarten through grade 6. The program supports students' understanding of key math concepts and skills and covers a range of mathematical content across grades. The What Works Clearinghouse (WWC) reviewed 12 studies on "Scott Foresman-Addison Wesley Elementary Mathematics" for elementary students. Two of these studies meet WWC evidence standards; one study meets WWC evidence standards with reservations; the remaining nine studies do not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found mixed effects in mathematics achievement for elementary students. Appendices include: (1) Study characteristics; (2) Outcome measures for the mathematics achievement domain; (3) Summary of findings included in the rating for the mathematics achievement domain; (4) Summary of subgroup findings for the mathematics achievement domain; and (5) "Scott Foresman-Addison Wesley Elementary Mathematics" rating for the mathematics achievement domain. (Contains 9 footnotes.) [The following studies are reviewed in this intervention report: (1) Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., & Murphy, R. (2009). "Achievement effects of four early elementary school math curricula: Findings from first graders in 39 schools" (NCEE 2009-4052). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education; (2) Resendez, M., & Azin, M. (2006). "2005 Scott Foresman-Addison Wesley Elementary Math "Randomized control trial: Final report." Jackson, WY: PRES Associates, Inc.; (3) Resendez, M., & Manley, M. A. (2005). "Final report: A study on the effectiveness of the 2004 Scott Foresman-Addison Wesley Elementary Math program." Jackson, WY: PRES Associates, Inc.; (4) Cambium Learning, Inc. (2006). "An evaluation of Voyages mathematics, Fairview public schools 2005-2006: Technical report." Natick, MA: Author; (5) Cummins-Colburn, B. J. L. (2007). Differences between state-adopted textbooks and student outcomes on the Texas Assessment of Knowledge and Skills examination (Doctoral dissertation, Touro University International). "Dissertation Abstracts International, 68"(06A), 168-2299; (6) Gatti, G. G. (2004). "Scott Foresman-Addison Wesley Math national effect size study." Upper Saddle River, NJ: Pearson Education; (7) Jitendra, A. K., Deatline-Buchman, A., & Sczesniak, E. (2005). A comparative analysis of third-grade mathematics textbooks before and after the 2000 NCTM standards. "Assessment for Effective Intervention, 30"(2), 47-62; (8) Klein, D. (2000). "High achievement in mathematics: Lessons from three Los Angeles elementary schools." Washington, DC: Brookings Institution Press; (9) Simpson, N. (2001). "Scott Foresman California Mathematics validation study pretest-posttest results." Sacramento, CA: Pearson Scott Foresman; (10) Slavin, R. E., & Lake, C. (2007). Effective programs in elementary mathematics: A best-evidence synthesis. "The Best Evidence Encyclopedia." Retrieved April 21, 2008, from http://www.bestevidence.org/word/elem_math_Feb_9_2007.pdf; (11) Triantos, L. M. (2005). "The aftermath of implementing a standards-based curriculum in a K-8 district: Is there a correlation between hands-on instruction and math scores?" Unpublished master's thesis, Rowan University, Glassboro, NJ; and (12) WESTAT. (2003). "Analysis of field testing for Scott Foresman-Addison Wesley Mathematics 2004." Rockville, MD: Author. To view the September 28, 2006 report, see ED493777. ].