Pre-K Mathematics with DLM Early Childhood Express Math produces statistically significant positive effects on preschool children's math outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2–q3 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In the Klein et al. (2008) RCT, differences between the intervention group and the comparison group on the Child Math Assessment were statistically significant, with an effect size of 0.52. → U.S. Department of Education 2013 q2 i2 In the PCER Consortium (2008) RCT, the domain average effect size for math across three measures was 0.47, statistically significant, with the Building Blocks Shape Composition effect size of 0.91. → U.S. Department of Education 2013 (2)

Evidence¶

U.S. Department of Education 2013¶

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013). Pre-K Mathematics with DLM Early Childhood Express Math. https://ies.ed.gov/ncee/wwc/InterventionReport/381

q3 · i2 · causal · r2

Randomized controlled trial of 40 classrooms (278 children analyzed) in Head Start and state-funded preschools in California and New York. The CMA effect size was 0.52 with intervention mean 0.55 (0.13) versus comparison 0.47 (0.14), p-value 0.00, improvement index +20. The WWC characterizes this as "a positive effect".

"Klein et al. (2008) analyzed the effectiveness of Pre-K Mathematics with DLM Early Childhood Express Math on math using the Child Math Assessment (CMA). The authors reported that differences between the Pre-K Mathematics with DLM Early Childhood Express Math group and the comparison group were statistically significant."

U.S. Department of Education 2013 (2)¶

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2013). Pre-K Mathematics with DLM Early Childhood Express Math. https://ies.ed.gov/ncee/wwc/InterventionReport/381

q2 · i2 · causal · r2

Randomized controlled trial meeting WWC standards with reservations (high child attrition, nonrandom teacher replacement), 297 children analyzed. Math was assessed with the WJ-III Applied Problems subtest, the CMA-A, and the Building Blocks Shape Composition task; domain average effect size 0.47, improvement index +18. The Building Blocks Shape Composition effect size was 0.91 and statistically significant.

"The WWC characterizes the average effect size across all findings as a statistically significant positive effect."

Discussion¶

Related Claims¶

• Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool oral language — related
• Building Blocks for Math outperformed Pre-K Mathematics with DLM Express in a head-to-head comparison on the Early Mathematics Assessment — related
• The CMA-A math finding in the PCER study is not statistically significant after correction for multiple comparisons — related
• Pre-K Mathematics improves preschool children's mathematics achievement, with a WWC positive effects rating and strong evidence tier — related
• 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
• Pre-K Mathematics with DLM Early Childhood Express Math shows no discernible effects on preschool phonological processing — related
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