Effect sizes of Pre-K Mathematics decreased over time as the intervention moved through successive scale-up phases¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Comparing causal estimates from the state-level scale-up study to those from earlier, smaller pilot, efficacy, and effectiveness studies, effect sizes decreased over time, consistent with the authors' scale-up framework. → Jaime Thomas 2018

Evidence¶

Jaime Thomas 2018¶

Jaime Thomas, Thomas D. Cook, Alice Klein, Prentice Starkey, Lydia DeFlorio. (2018). The Sequential Scale-Up of an Evidence-Based Intervention: A Case Study. Evaluation Review, vol. 42, no. 3. https://www.mathematica.org/publications/the-sequential-scale-up-of-an-evidence-based-intervention-a-case-study doi:10.1177/0193841x18786818

q3 · i? · causal · r?

Cross-study comparison of causal estimates from the present state-level cluster RCT against causal estimates from earlier, smaller pilot, efficacy, and effectiveness studies of Pre-K Mathematics. The authors report that "effect sizes have decreased over time," a pattern they describe as consistent with their framework of scale-up dimensions.

"Using this framework, we compare the causal estimates from the present study to those from earlier, smaller studies. Consistent with our framework, we find that effect sizes have decreased over time."

Discussion¶

Related Claims¶

• Pre-K Mathematics remains effective at the state scale, with a positive and statistically significant effect of .30 on the ECLS-B Mathematics Assessment — related
• Eighth graders in the Breakthrough Collaborative math tutoring pilot showed math score growth from beginning to end of year at both affiliates, similar to a national pre-pandemic sample — related
• Substantial improvement in outcomes: breakthroughs change learning or life trajectories rather than improving incrementally — related