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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Year 1 study randomly assigned 291 screened, at-risk kindergarten students across 29 classrooms to three conditions, with a final analytic sample of 252 students. → Christian Doabler 2014

Evidence¶

Christian Doabler 2014¶

Christian Doabler, Ben Clarke, Keith Smolkowski, Hank Fien, Scott Baker. (2014). Testing the Efficacy of a Tier 2 Kindergarten Mathematics Intervention: Findings of Year 1. SREE Spring 2014 Conference. https://eric.ed.gov/?id=ED562831

q3 · i? · causal · r2

RCT with random assignment blocking on classrooms, conducted in 29 Oregon kindergarten classrooms during 2012-2013. Eligibility was based on two standardized screening measures, with eligible students performing below the 35th percentile. The article reports the printed group sizes for both the randomized and final analytic samples.

"A total of 291 students were randomly assigned to the three groups: ROOTS-large (n = 146), ROOTS-small (n = 58), and no-treatment control group (n = 87). The final analytic sample consisted of 252 students: ROOTS-large (n = 49), ROOTS-small (n = 124), and no-treatment control group (n = 79)."

Discussion¶

Related Claims¶

• 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 — related
• ROOTS and control students were statistically equivalent at pretest on all measures — 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
• Feasibility studies showed larger narrative gains for SKILL classrooms and high-risk children, with a large effect in a small-scale RCT — 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
• 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