The Pre-K Mathematics intervention produces greater math knowledge gains in 4-year-olds than business-as-usual control¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · not yet checked against its sources · 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 i? 4-year-olds who received Pre-K Mathematics (I-2 and I-1 conditions) showed greater gains in the pre-K year than control children (C condition), on the CMA (ES=1.08) and TEMA-3 (ES=.59). → Starkey et al. 2013
Evidence¶
Starkey et al. 2013¶
Prentice Starkey, Alice Klein, & Lydia DeFlorio. (2013). Changing the Developmental Trajectory in Early Math Through a Two-Year Preschool Math Intervention. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563068
q3 · i? · causal · r2
Cluster-randomized comparison of treatment (I-2 and I-1) versus control 4-year-olds in Head Start classrooms, assessed on the CMA and TEMA-3; printed effect sizes were "ES=1.08" and "ES=.59".
"It was found that greater gains in math knowledge were experienced by 4-year-old treatment children (I-2 and I-1 conditions) in the pre-K year than by 4-year-olds who did not receive this intervention (C condition). This was found both on the CMA (ES=1.08) and the TEMA-3 (ES=.59)"
Discussion¶
Related Claims¶
- The Pre-Pre-K Mathematics intervention produces greater math knowledge gains in 3-year-olds than no intervention, with large effect sizes — related
- The Boston replication reproduced significant effects on the TEMA-3, ASPENS, and RAENS and newly found significant effects on the NSB and SESAT, with effect sizes within or exceeding the Oregon study's bounds — related
- Two years of math intervention yields higher scores than one year in fall of pre-K and kindergarten, but not at the end of pre-K — 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
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