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ERIC Number: EJ1372925
Record Type: Journal
Publication Date: 2023-Jan
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: EISSN-1945-2306
Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement
Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih
Journal for Research in Mathematics Education, v54 n1 p64-88 Jan 2023
A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year, and one of these groups received follow-through support in kindergarten and first grade. Business-as-usual curricula were used in all other cases, including all years for the control group. Early effects on mathematics achievement decreased through fourth grade but reemerged at fifth grade. These results support both a latent trait hypothesis, whereby stable characteristics of students explain differences in achievement, and a latent foundation hypothesis, whereby early mathematical knowledge and skills provide a foundation for competence in mathematics in later years, especially those that involve challenging mathematics.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Early Childhood Education; Preschool Education; Kindergarten; Primary Education; Grade 1
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A120813; R305K050157; R305A110188