ERIC Number: EJ1266436
Record Type: Journal
Publication Date: 2020-Apr
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6803
EISSN: N/A
Available Date: N/A
The Long Term Impact of a Coherence Based Model for Mathematics Intervention
McGee, Daniel Lee; Gonulates, Funda; Hodgson, Theodore; Brewer, Meredith
School Science and Mathematics, v120 n4 p220-231 Apr 2020
This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii) coherence between pull-out intervention and classroom instruction. The study found that over half of the third grade intervention students that participated in this initiative were classified as "novice" (the lowest possible performance category) on state standardized mathematics assessments at the end of the third grade. However, over the course of the following four years, the novice reduction rate of these students was significantly (p < .01) greater than other novices in Kentucky that did not participate in the initiative. These findings indicate that when implementing intervention initiatives to help students that are struggling with mathematics, it may be important to establish coherence between pull-out intervention and classroom instruction. The long term impact of this approach among traditionally underrepresented minorities suggest that this publication may provide insight into important equity issues where long-term analyses may sometimes be needed to capture the full impact of intervention initiatives.
Descriptors: Mathematics Instruction, Grade 3, Intervention, Instructional Effectiveness, Mathematics Achievement, Special Classes, Elementary School Mathematics, Conventional Instruction, Achievement Gains
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www-wiley-com.bibliotheek.ehb.be/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky
Grant or Contract Numbers: N/A
Author Affiliations: N/A