TRIAD's pre-K and follow-through effects show no persistent impact on the full sample in children's fourth-grade year¶

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

Subclaims¶

q3 i? Neither the follow-through (FT) nor the no-follow-through (nFT) TRIAD condition showed a persistent impact on fourth-grade mathematics achievement relative to the original control group at either fall or spring assessment. → 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 · i? · causal · r2

Two-level cross-sectional HLMs (students nested in schools) estimated separately for Fall 2011 and Spring 2012 REMA 3-5 data from the cluster-randomized trial of 106 pre-K classrooms. Impact estimates were small and non-significant: FT vs CTRL .047 (p=.80) Fall and -.035 (p=.79) Spring; nFT vs CTRL -.089 (p=.62) and -.081 (p=.52). No standardized effect size beyond these impact estimates is printed.

"Table 1 suggests that there is no persistent impact of FT or nFT (when compared with students placed in the control group originally) at either time point."

Discussion¶

Related Claims¶

• Neither the workshop nor the one-on-one intervention affected enrollment in the following semester — related
• 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 — related
• For African-American children, the FT impact appeared stable at about 0.15 of a standard deviation in fall and spring of fourth grade but was not statistically significant at either time point — related
• In spring of fourth grade, the follow-through condition showed a marginally significant differential impact favoring African-American children (0.32 of a standard deviation) — a narrower finding that bears on this claim
• 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