During the treatment period, the TRIAD Follow-Through group outperformed both control and pre-K-only groups by end of first grade, while the pre-K-only group no longer differed from control¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 By the end of first grade, the TRIAD Follow-Through group outperformed the control group (ES = .47) and the TRIAD-NFT group (ES = .26). → Douglas H. Clements 2013 q3 i0 By the end of first grade, the TRIAD-NFT group was no longer significantly higher than the control group (ES = .17). → Douglas H. Clements 2013

Evidence¶

Douglas H. Clements 2013¶

Douglas H. Clements, Julie Sarama, Carolyn Layzer, Fatih Unlu, Christopher B. Wolfe, Mary Elaine Spitler. (2013). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects three years after the treatment. SREE Spring 2013 Conference Abstract. https://eric.ed.gov/?id=ED563385

q3 · i2 · causal · r2

Legacy data from the treatment years of the cluster-randomized trial, reported in the Conclusions section. The printed effect sizes are ES = .47 (FT vs control), ES = .26 (FT vs NFT), and ES = .17 (NFT vs control, no longer significant). The article characterizes this pattern as the Follow-Through treatment having "value added."

"By the end of first grade, the TRIAD-NFT group was no longer significantly higher than the control group (ES = .17). The TRIAD Follow-Through group outperformed the control group (ES = .47) and the TRIAD-NFT group (ES = .26)."

Discussion¶

Related Claims¶

• The Building Blocks pre-K implementation showed positive effects on pre-K mathematics (ES=.72) and kindergarten language competencies, with stronger first-grade effects for those with follow-through — related
• TRIAD's pre-K and follow-through effects show no persistent impact on the full sample in children's fourth-grade year — related