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¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 In a school-level randomized pre-k study, Plus-condition children showed significantly greater gains on the Geometry and Measurement Assessment than BaU children (g = .52), and Basic-condition children did not differ from Plus or BaU children. → 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 · i2 · causal · r2
Results of a year-long school-level randomized study of 42 pre-k teachers and 444 children in a mid-Atlantic city district, analyzed with two-level HLM controlling for fall scores and demographics. The article reports "significantly greater gains on the GMA" for Plus over BaU with "effect size g = .52", and no difference for Basic against either group.
"those in the Plus group had significantly greater gains on the GMA than students in the BaU group (effect size g = .52). Students in the Basic group did not differ from those in the Plus or BaU groups."
Discussion¶
Related Claims¶
- At baseline, business-as-usual children scored significantly higher than Plus and Basic children on pre-test number sense and operations — related
- The Pre-K Mathematics intervention produces greater math knowledge gains in 4-year-olds than business-as-usual control — related
- Basic and Plus teachers showed fairly high and statistically similar adherence to the MTP-M/S curricula — related
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