The Pre-Pre-K Mathematics intervention produces greater math knowledge gains in 3-year-olds than no intervention, with large effect sizes¶

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? 3-year-old treatment children (I-2) showed greater gains in math knowledge in the pre-pre-K year than children who did not receive the intervention (I-1 and C conditions), on both the CMA (ES=1.11) and the TEMA-3 (ES=.89). → 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 in 63 Head Start classrooms; 21 classrooms per condition. Treatment 3-year-olds (I-2) outgained non-treatment 3-year-olds (I-1 and C) on the CMA ("ES=1.11") and TEMA-3 ("ES=.89"). Effect sizes printed but not standardized in a form coded here.

"It was found that greater gains in math knowledge were experienced by 3-year-old treatment children (I-2 condition) in the pre-pre-K year than by 3-year-olds who did not receive this intervention (I-1and C conditions). This was found both on the CMA (ES=1.11) and the TEMA-3 (ES=.89)"

Discussion¶

Related Claims¶

• The Pre-K Mathematics intervention produces greater math knowledge gains in 4-year-olds than business-as-usual control — 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