ROOTS students made greater gains than their not-at-risk peers, reducing the achievement gap¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 ROOTS intervention students' gains exceeded those of typically achieving students who were not eligible for ROOTS by 17.6 points on ASPENS (g = .45) and 5.4 points on oral counting (g = .23). → 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 · i2 · causal · r2

Second set of partially clustered time × condition models comparing ROOTS students with typically achieving ineligible classmates on ASPENS and oral counting, using heteroscedastic models. The article reports effects of g = .45 for ASPENS and g = .23 for oral counting, both statistically significant.

"The gains made by ROOTS intervention students exceeded gains by students who were not eligible to receive ROOTS by 17.6 on the ASPENS ( t D 6.19, df D 77, p < .0001) and by 5.4 on the oral counting measure ( t D 2.48, df D 97, p D .0150)."

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
• 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 — related
• No statistically significant differences between ROOTS and control conditions on oral counting gains or covariate-adjusted SAT-10 scores — 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
• ROOTS effects on mathematics achievement were not detected on first-grade follow-up measures — 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
• ROOTS participation reduced the achievement gap between at-risk and non-at-risk students within intervention classrooms on the TEMA — 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