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Direct linkStarkey, Prentice; Klein, Alice; Clarke, Ben; Baker, Scott; Thomas, Jaime – Educational Research and Evaluation, 2022
A socioeconomic status (SES)-related achievement gap in mathematics emerges prior to school entry, and increases in elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing this challenge. A…
Descriptors: Socioeconomic Influences, Low Income Students, Achievement Gap, Preschool Education
Download full textStarkey, Prentice; Klein, Alice; Clarke, Ben; Baker, Scott; Thomas, Jaime – Grantee Submission, 2021
A socioeconomic status- (SES-) related achievement gap in mathematics emerges prior to school entry, and increases as children move through elementary school. This gap makes implementation of demanding mathematics standards (e.g., the Common Core State Standards) an ongoing challenge. Early educational intervention is a strategy for addressing…
Descriptors: Socioeconomic Influences, Low Income Students, Achievement Gap, Mathematics Achievement
Effects of Tutorial Interventions in Mathematics and Attention for Low-Performing Preschool Children
Barnes, Marcia A.; Klein, Alice; Swank, Paul; Starkey, Prentice; McCandliss, Bruce; Flynn, Kylie; Zucker, Tricia; Huang, Chun-Wei; Fall, Anna-Mária; Roberts, Greg – Journal of Research on Educational Effectiveness, 2016
Two intervention approaches designed to address the multifaceted academic and cognitive difficulties of low-income children who enter pre-K with very low math knowledge were tested in a randomized experiment. Blocking on classroom, children who met screening criteria were assigned to a Math + Attention condition in which the Pre-Kindergarten…
Descriptors: Low Achievement, Low Income Students, Mathematics Achievement, Tutors
Klein, Alice; Starkey, Prentice; Deflorio, Lydia; Brown, Elizabeth Todd – Society for Research on Educational Effectiveness, 2011
Due to the socioeconomic status-related gap in early mathematical knowledge and the need to improve low-income children's readiness for school mathematics, the authors developed an intervention, "Pre-K Mathematics", and rigorously evaluated it over several studies. This math intervention has been found to be highly effective at improving…
Descriptors: Control Groups, Mathematics Education, School Readiness, Intervention
Klein, Alice; Starkey, Prentice; DeFlorio, Lydia; Brown, E. Todd – Society for Research on Educational Effectiveness, 2012
Educators are increasingly concerned about the low level of mathematics performance of U.S. students on the TIMSS and other international assessments of mathematics (National Mathematics Advisory Panel, 2008) as well as their insufficient preparation for mathematics standards, such as the Common Core State Standards. Students from low-income and…
Descriptors: Academic Achievement, Mathematics Achievement, Achievement Gap, State Standards
Klein, Alice; Starkey, Prentice; Molfese, Victoria; Brown, Elizabeth Todd; Molfese, Dennis – Society for Research on Educational Effectiveness, 2009
The Scale-Up Pre-K Mathematics project, was conducted at a customary program-wide level of scale in Head Start and state-funded preschool programs in California and Kentucky/Indiana. The objectives of this randomized field trial were twofold: (1) to determine whether the intervention, the Pre-K Mathematics curriculum, continues to be effective…
Descriptors: Mathematics Curriculum, Mathematics Education, School Readiness, Intervention
