Implementing the guide's five recommendations together improves students' math achievement, while no component's isolated effectiveness was established¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The evidence demonstrates that when all five recommendations are implemented together, students' math achievement improves. → Frye 2013 q2 i? Because recommended practices were components of larger curricula, their effectiveness has not been examined individually. → Frye 2013

Evidence¶

Frye 2013¶

Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/18

q3 · i? · review · r3

The panel's synthesis of the WWC-reviewed intervention studies reports that combined implementation of the recommendations improved math achievement, while "the practices are part of a larger curriculum, so their effectiveness has not been examined individually."

"However, the evidence demonstrates that when all of the recommendations are implemented together, students' math achievement improves."

Discussion¶

Related Claims¶

• All five of the guide's data-use recommendations are supported by low levels of evidence — reports the opposite
• No reviewed study directly compared developmental-progression-guided math instruction with instruction not guided by a progression — related
• Individualized advocacy support and engagement curricula each have direct tests from multiple studies, giving stronger evidence than the other recommendations — reports the opposite