Number of intervention sessions delivered is not associated with school-pair level impacts on TEMA-3¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There was no statistically significant relationship between school-average number of sessions delivered and the school-pair level intervention effect on TEMA-3 (effect size = 0.07, p = .667). → Rolfhus 2013

Evidence¶

Rolfhus 2013¶

Rolfhus, E., Gersten, R., Clarke, B., Decker, L., Wilkins, C., & Dimino, J. (2013). From Efficacy Trial to Large Scale Effectiveness Trial: A Tier 2 Mathematics Intervention for First Graders with Difficulties in Mathematics. SREE Spring 2013 Conference Abstract. https://ies.ed.gov/ncee/pubs/20124007/

q3 · i? · causal · r2

Exploratory implementation-dosage analysis relating fidelity-of-implementation session counts per intervention school to school-pair level impacts. Students received an average of 45 lessons; higher implementation levels were not associated with larger impacts.

"There was no statistically significant relationship between the school-average number of Number Rockets sessions delivered to Number Rockets tutoring groups in each intervention school and the school-pair level intervention effect on student TEMA–3 performance (effect size = 0.07, p = .667)."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• Number Rockets shows no differential impact by baseline mathematics proficiency — related
• Number Rockets participation significantly improves grade 1 at-risk students' TEMA-3 mathematics scores in a large-scale effectiveness trial — related
• An on-treatment dosage analysis found no significant relationship between number of sessions attended and reading outcomes — related
• No relationship was found between treatment dosage variables and students' response to the NS1 intervention — related