Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Achievement Gap | 1 |
| Arithmetic | 1 |
| Elementary School Mathematics | 1 |
| Grade 4 | 1 |
| Inclusion | 1 |
| Intervention | 1 |
| Low Achievement | 1 |
| Mathematical Concepts | 1 |
| Mathematics Achievement | 1 |
| Pretests Posttests | 1 |
| Program Effectiveness | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Compton, Donald L. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Gersten, Russell | 1 |
| Jordan, Nancy C. | 1 |
| Schumacher, Robin F. | 1 |
| Wehby, Joseph | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkFuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C. – Grantee Submission, 2015
The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…
Descriptors: Inclusion, Intervention, Special Education, Special Education Teachers
