Browsing by Subject "math"

Now showing 1 - 7 of 7
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    Anoka-Hennepin Compensatory Education Pilot Program, Year 1 Report
    (Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel
    The Anoka-Hennepin Compensatory Pilot Program is a state funded effort to examine student impact when Compensatory Education dollars are reallocated to 2nd and 3rd grades in three pilot schools. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversight. The Year 1 Report reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project.
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    Anoka-Hennepin Compensatory Education Pilot Program, Year 4 Report
    (Center for Applied Research and Educational Improvement, 2009-12) Peterson, Kristin; Klingbeil, Dave
    The purpose of the Anoka‐Hennepin Compensatory Education Pilot Program was to determine how the reallocation of funds affects program structure, changes instructional delivery, and provides opportunities for intense professional development in schools. The reallocation allowed the district to change program structure in reading and math instruction at three pilot site schools that were selected for this project because of their proportions of learners at risk. It was at those schools that a number of best practices components were added over four years of programming. Annual evaluation reports have been written every year of the program. This report looks specifically at the components in place in Year 4 of the program. The goals of the program were to have all students: 1) reach high standards; 2) attain proficiency in literacy and mathematics; and have all teachers: 1) vary instruction; and 2) use assessments to guide instruction for diverse learners. The CAREI team collected data using protocols and rubrics while observing classroom teachers and staff at the three pilot schools and 18 extension sites. Data were also drawn from district Measures of Academic Progress (MAP) and Minnesota Comprehensive Assessments – Series II (MCA‐II) test databases.
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    The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis
    (2017-12) Nelson, Gena
    The purpose of this meta-analysis was to examine the effectiveness of early numeracy interventions for young students, including students with disabilities or those at-risk for mathematics difficulty (MD). This study evaluated preschool, kindergarten, and first-grade interventions on early numeracy content, instructional features, and methodological components that improved students’ mathematics achievement. A total of 33 studies met inclusion criteria for this meta-analysis, with 51 treatment groups. Excluding outliers, the average weighted effect size for numeracy interventions across 49 treatment groups was moderate (g = 0.63), and the 95% confidence interval did not include zero [0.50, 0.73]. Results indicated that early numeracy interventions that included preschool and kindergarten students produced larger treatment effects than interventions with first-grade participants; in addition, treatment effects were slightly higher on average for students identified as at-risk for MD according to low socio-economic status and performance greater than the 25th percentile on a mathematics screener, compared to students who were identified as typically achieving or at-risk for MD according to performance below the 25th percentile. The results of the final meta-regression model for the total sample of studies indicated that the following predictors accounted for the most between-studies variance: concrete-representational-abstract instructional framework, intervention duration, risk status of participants, and the inclusion of counting with one-to-one correspondence in the intervention content (Pseudo R2 = 75%). Directions for future research on conducting interventions are provided, and implications for educators implementing early numeracy interventions are discussed.
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    Examination Of Three Practice Schedules for Single Digit Math
    (2019-09) Wagner, Kyle
    The primary goal of this project is to expand and generalize the literature base for interleaved practice. This study compares interleaved practice to repetitive practice and incremental rehearsal within the context of learning single digit math facts. Third grade (n = 34) and fourth grade (n = 40) students learned target single digit math facts in one of three practice schedules. Using a within-subjects counterbalanced and crossed design, students were exposed to three different learning conditions. Comparisons were made regarding accuracy of responses during acquisition trials and retention trials, as well as learning efficiency. Results indicated very few differences between practice conditions regarding acquisition accuracy, increased accuracy during retention trials for interleaved and incremental rehearsal practice, and higher learning efficiency for interleaved practice when compared to incremental rehearsal. Student pretest accuracy moderated effects of practice schedule and opportunities to practice resulting in different outcomes for students with different levels of mastery at the outset of the intervention. This study is the first comparison of interleaved and incremental rehearsal practice, and the results suggest that interleaved practice is the most efficient schedule for drilling math facts.
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    Looking More Deeply: Fidelity of Implementation as a Critical Component in Evaluating Intervention Impacts
    (Center for Applied Research and Educational Improvement, 2008-03) Hornbacher, Margaret; Dretzke, Beverly; Peterson, Kristin; Hickey, Meghan
    This study investigated the use of fidelity of implementation measures in concert with standardized tests in a matched-pairs, quasi-experimental design for evaluation of a pilot intervention program that was designed to increase second and third graders’ mathematics and reading achievement. Although students in pilot classrooms characterized by high fidelity generally performed at the same level as control students , students in low fidelity pilot classrooms performed at a significantly lower level compared to both control students and students in high fidelity pilot classrooms. We found that the fidelity measures allowed more indepth analysis of the intervention’s component parts and increased the confidence with which the project’s major questions could be addressed, thereby providing more useful information to school district personnel.
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    Math Readiness of Incoming Students at Normandale Community College
    (2010-10-27) Wahlstrom, Kyla; Peterson, Kristin; Angermeyr, James; Biel, Shirley; Gust, Linda; Guelich, Julie
    More than 70% of students who enrolled at Normandale Community College in 2009 tested into a remedial level math class. The high percentage of students testing into developmental math is a concern for several reasons. Because students must complete these remedial classes before continuing on with other degree program courses, it prolongs their degree program. It is also an additional cost to students as they must pay for these remedial courses like any other program course. Finally, according to Normandale Community College staff, 50% of the teaching being conducted in the math department at the college is currently focused on developmental mathematics. The staff time and resources spent on planning, preparing, and teaching remedial math courses could be redirected to college level courses or electives if the percentage of students needing remedial instruction decreased. The purpose of this study was to analyze student data to better understand the contributing factors to the high percentage of incoming students testing into remedial level math courses. CAREI researchers found statistically significant correlations between high school performance and MCA II test results, as well as with ACCUPLACER scores. Not surprisingly, the last course taken and the year it was taken are important factors. Full details are available in the report.
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    Project AIM 2009-2010 Evaluation Report
    (Center for Applied Research and Educational Improvement, 2011-02) Ingram, Debra
    During the 2009‐2010 school year, Project AIM, a program of the Center for Community Arts Partnerships at Columbia College Chicago, worked with over nine hundred fifth through eighth grade students in five schools. Project AIM teaching artists collaborated with classroom teachers in these schools to develop residencies that offered students instruction in arts, literacy and/or math. Each residency included thirteen sessions in which the artist provided instruction in the classroom in collaboration with the classroom teacher. In addition to the residencies, Project AIM facilitated the development of learning communities within each school. Project AIM also convened the artists each month for professional development sessions focused on topics such as the emotional and social development of middle grades students and integrating instruction in math and visual art. This report summarizes the results of an evaluation study of Project AIM during the 2009‐2010 school year