Transition out of the high-risk category (below the 10th TEMA percentile) did not differ significantly between ROOTS and control students¶

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? Of high-risk students at pretest, 24 (48.0%) in control classrooms and 28 (54.9%) in ROOTS classrooms shifted out of the high-risk category by year's end; the 6.9% difference was not statistically significant (χ2(1) = 0.48, p = .4877). → 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 · i? · causal · r2

Cross-tabulation of risk-category transitions from pretest to posttest for the 111 ROOTS-eligible students with TEMA data at both time points, using the 10th percentile as the high-risk boundary. Both conditions migrated out of high risk at significant rates (McNemar's tests), but the between-condition difference was null; equivalence was not tested.

"Of the high-risk students at pretest, 24 (48.0%) in control classrooms and 28 (54.9%) in ROOTS classrooms shifted out of the high-risk category by the end of the school year. Although 6.9% more students who received ROOTS transitioned out of the high-risk category than control students, this difference was not statistically significant, χ2(1) = 0.48, p = .4877."

Discussion¶

Related Claims¶

• Rates of treatment responsiveness on the TEMA-3 were similar across the Oregon and Boston ROOTS studies — related
• The ROOTS intervention produced greater fall-to-spring kindergarten gains than control instruction on four of five outcome measures for at-risk students — 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 statistically significant differences between ROOTS and control conditions on oral counting gains or covariate-adjusted SAT-10 scores — related
• ROOTS and control students were statistically equivalent at pretest on all measures — related