ROOTS effects on mathematics achievement were not detected on first-grade follow-up measures¶

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

Subclaims¶

q3 i? No statistically significant differences between conditions were found on the SESAT or SAT-10 administered in first grade. → Ben Clarke 2016

Evidence¶

Ben Clarke 2016¶

Ben Clarke, Christian Doabler, Keith Smolkowski, Evangeline Kurtz Nelson, Hank Fien, Scott K. Baker & Derek Kosty (2016). Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1116034

q3 · i? · causal · r2

Follow-up analysis of the randomized trial using the SESAT at kindergarten posttest and the SAT-10 approximately six months into first grade, tested with analysis-of-covariance models using ASPENS and TEMA as pretest covariates. The article reports no statistically significant differences between conditions on either standardized measure.

"We did not detect statistically significant differences between conditions in gains on the NSB nor differences between con- ditions on the SESAT or SAT-10; both tested with the ASPENS and TEMA as pretest covari- ates."

Discussion¶

Related Claims¶

• The ROOTS intervention produced greater fall-to-spring kindergarten gains than control instruction on four of five outcome measures for at-risk students — related
• No statistically significant differences between ROOTS and control conditions on oral counting gains or covariate-adjusted SAT-10 scores — related
• ROOTS students also had higher covariate-adjusted SESAT posttest scores than control students — 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
• 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
• No significant instructional-group effects were detected at the six-month follow-up assessment — related
• ROOTS students made greater gains than their not-at-risk peers, reducing the achievement gap — related
• 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 — 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