ROOTS and control students were statistically equivalent at pretest on all 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 · overdue for a recheck since 2019: local conditions change quickly

Subclaims¶

q3 i? No statistically significant pretest differences between conditions were found (p ≥ .1573, Hedges' g ≤ 0.16 for all measures). → Doabler 2016

Evidence¶

Doabler 2016¶

Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2016). Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study. Exceptional Children, 83, 92–110. https://doi.org/10.1177/0014402916660084

q3 · i? · causal · r2

Pretest condition-effect tests from the Time × Condition models in the 319-student RCT found no statistically significant differences, with all printed Hedges' g values at or below 0.16, supporting successful within-classroom randomization.

"We found no statistically significant differences at pretest (p ≥ .1573, Hedges’ g ≤ 0.16 for all measures), which suggested that ROOTS and control students were similar in the fall of kindergarten."

Discussion¶

Related Claims¶

• No statistically significant differences between ROOTS and control conditions on oral counting gains or covariate-adjusted SAT-10 scores — 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
• ROOTS students also had higher covariate-adjusted SESAT posttest scores than control students
• The ROOTS intervention produced greater fall-to-spring kindergarten gains than control instruction on four of five outcome measures for at-risk students — related
• An earlier preliminary investigation of ROOTS found small-to-medium positive effects on kindergarten mathematics achievement 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
• Transition out of the high-risk category (below the 10th TEMA percentile) did not differ significantly between ROOTS and control students — related
• Student outcomes did not differ significantly between two-student and five-student ROOTS groups on any measure — related