Two years of math intervention yields higher scores than one year in fall of pre-K and kindergarten, but not at the end of pre-K¶

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? CMA and TEMA scores were higher for I-2 children than for I-1 children in fall of pre-K and in kindergarten, but the two groups were not significantly different in spring of pre-K. → Starkey et al. 2013

Evidence¶

Starkey et al. 2013¶

Prentice Starkey, Alice Klein, & Lydia DeFlorio. (2013). Changing the Developmental Trajectory in Early Math Through a Two-Year Preschool Math Intervention. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563068

q3 · i? · causal · r2

Relative-effect comparison of the 2-year (I-2) versus 1-year (I-1) intervention groups on CMA and TEMA scores across waves, reported with Figure 3; no effect size printed for this contrast.

"CMA and TEMA scores were higher for I-2 children than for I-1in fall of pre-K and in K but were not significantly different in spring of pre-K (see Figure 3)."

Discussion¶

Related Claims¶

• The Pre-Pre-K Mathematics intervention produces greater math knowledge gains in 3-year-olds than no intervention, with large effect sizes — related
• The Pre-K Mathematics intervention produces greater math knowledge gains in 4-year-olds than business-as-usual control — related