Fadeout of early mathematics intervention effects: treatment effects fade but remain significant at kindergarten follow-up¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the full sample, treatment children outperformed control children at post-test (p < .001), and the effect faded but remained statistically significant at follow-up (p < .05). → Bailey 2015

Evidence¶

Bailey 2015¶

Bailey, D. H., Nguyen, T., Jenkins, J. M., Domina, T., Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2015). Fadeout in an Early Mathematics Intervention: Same Old Schools or Underlying Skills? SREE Spring 2015 Conference. https://eric.ed.gov/?id=ED562173

q3 · i? · causal · r2

Analysis of the TRIAD evaluation of the Building Blocks curriculum in 42 low-resource schools, with 361 control and 418 treatment children assessed with the REMA at post-test and kindergarten follow-up. The article reports the treatment effect "faded out but remained statistically significant at the follow-up assessment (p < .05)".

"In the full sample, children in the treatment group outperformed children in the control group at the post-test assessment (p < .001). This effect faded out but remained statistically significant at the follow-up assessment (p < .05; Figure 2)."

Discussion¶

Related Claims¶

• Gains from the one-year intervention fade in kindergarten while gains from the two-year intervention are sustained — related
• Follow-up effects of targeted K-6 interventions remain positive up to 2 years after intervention ends, with evidence of fadeout — a broader claim this one bears on
• Matched control children with similar post-test scores outperform matched treatment children at follow-up — related