At baseline, business-as-usual children scored significantly higher than Plus and Basic children on pre-test number sense and operations¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2017: local conditions change quickly

Subclaims¶

q3 i? Despite randomization, pre-test TEMA-3 scores differed significantly across conditions, with BaU highest, then Plus, then Basic. → Kinzie 2014

Evidence¶

Kinzie 2014¶

Kinzie, M. B., Vick Whittaker, J., Williford, A. P., DeCoster, J., McGuire, P., Lee, Y., & Kilday, C. R. (2014). MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning. Early Childhood Research Quarterly, 29, 586-599. http://dx.doi.org/10.1016/j.ecresq.2014.06.007

q3 · i? · causal · r2

Baseline Wald Z omnibus test of fall TEMA-3 scores across the three conditions in the randomized pre-k sample. The article reports "significant differences" with Wald Z = 8.29, p = .02 and the BaU group's mean of 11.94 (SD = 6.73); no effect size is printed.

"There were significant differences in children's mean scores on pre-test assessments of children's number sense and operations skills (Wald Z = 8.29, p = .02), where those in the BaU group had the highest pre-test means (M = 11.94, SD = 6.73)."

Discussion¶

Related Claims¶

• Treatment condition had a significant omnibus effect on children's number sense and place value skills in pre-kindergarten — related
• Children improved their numerical and letter-sound knowledge between pre-test and post-test regardless of condition — related
• Children in MTP-M/S Plus classrooms made significantly greater geometry and measurement gains across the pre-k year than children in business-as-usual classrooms (g = .52), while Basic-classroom children did not differ from either group — related