Testing the Efficacy of a Kindergarten Tier 2 Intervention Program

Autor/inn/en	Clarke, Ben; Baker, Scott K.; Smolkowski, Keith; Fien, Hank; Doabler, Chris; Cary, Mari Strand; Chard, David
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Testing the Efficacy of a Kindergarten Tier 2 Intervention Program
Quelle	(2011), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Kindergarten; At Risk Students; Intervention; Core Curriculum; Validity; Control Groups; Scientific Methodology; Experimental Groups; Effect Size; Response to Intervention; Instructional Effectiveness; Mathematics Achievement + Suchen Sie Ihr Suchwort? Kerncurriculum; Gültigkeit; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	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. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10