At-risk kindergarten students receiving the ROOTS Tier 2 intervention made significantly greater mathematics gains than at-risk control peers on the TEMA standard score¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Among students identified as eligible for ROOTS, intervention students showed statistically significant greater gains than control students on the TEMA standard score (t = 2.19, df = 27, p = .0371; Hedges's g = .38). → Clarke 2016

Evidence¶

Clarke 2016¶

Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (2016). Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention. Journal of Learning Disabilities, 49(2), 152–165. https://doi.org/10.1177/0022219414538514

q3 · i1 · causal · r2

Cluster-randomized trial with 29 classrooms (14 treatment, 15 control) using a nested time-by-condition mixed model on teacher-nominated at-risk kindergartners. The article reports "statistically significant gains" on the TEMA with g = .38 for the Time × Condition effect.

"Among those students identified as eligible for ROOTS, we found statistically significant gains among students provided with ROOTS over those in control classrooms on the TEMA standard scores (t = 2.19, df = 27, p = .0371)"

Discussion¶

Related Claims¶

• ROOTS students made greater gains than their not-at-risk peers, reducing the achievement gap — related
• Kindergartners with mathematics difficulties randomly assigned to the ROOTS intervention made significantly greater fall-to-spring gains than control students on the NSB, ASPENS, TEMA-3, and RAENS — related
• The ROOTS intervention produced greater fall-to-spring kindergarten gains than control instruction on four of five outcome measures for at-risk students — a broader claim this one bears on
• ROOTS participation reduced the achievement gap between at-risk and non-at-risk students within intervention classrooms on the TEMA — related
• ROOTS effects on mathematics achievement were not detected on first-grade follow-up measures — related
• Year 1 of the ROOTS efficacy trial used a classroom-blocked RCT assigning at-risk kindergartners to ROOTS-large, ROOTS-small, or no-treatment control conditions — 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
• No statistically significant differences between ROOTS and control conditions on oral counting gains or covariate-adjusted SAT-10 scores — related
• Student outcomes did not differ significantly between two-student and five-student ROOTS groups on any measure — related
• The ROOTS kindergarten mathematics intervention significantly improved fall-to-spring gains on three of six outcome measures compared with control, with positive effect sizes on all measures — related