Recent work has demonstrated that having students study worked examples and answer self-explanation prompts as part of their problem-solving practice improves learning on researcher-developed measures of mathematical proficiency. However, little work has been done to date to investigate whether these benefits translate to improvements on the types…

This observational study used data from 270 second-grade students to investigate the association between students' strategy use for multidigit addition and subtraction and their mathematics achievement. Based on strategies they used during a mathematics interview, students were classified into the following strategy groups: (a) standard algorithm,…

Background: Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between spatial skills and mathematical achievement; however, questions remain regarding improvements in non-spatial areas…

Nearly two dozen states now administer online exams to deliver testing to K-12 students. These tests have real consequences: their results feed into accountability systems, which have been used for more than a decade to hold schools and districts accountable for their students' learning. We examine the rollout of computer-based testing in…

Although Montessori is the most common unconventional education model, no multi-state study has compared standardized test proficiency of Montessori schools with districts. Here we report on this for the 10 states/regions with the most public Montessori schools (n = 195). In 3rd grade, Montessori schools were less proficient in math but more…

Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children's social-emotional skills and behaviors. Although meta-analytic research has shown that SEL programs implemented in early childhood can improve academic and behavioral outcomes in the short-term, there is limited work examining program…

This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…

This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students. Researchers administered screenings to grade 6 students to assess traumatic stress and then randomized those with elevated levels to the CBITS treatment (n = 150; 47%…

Using a cluster-randomized controlled trial research design, this study investigates the effect of the first year of a three-year teacher professional development program on grades 1 and 2 student achievement in mathematics. Although the findings reported in the present report do not meet the standard cutoff for statistical significance (e.g., 95%…

English learners' (ELs) day-to-day experiences in school change when reclassified as fully English proficient. Prior research, however, is mixed on how reclassification influences outcomes. Many studies also do not or cannot explore key long-term outcomes or identify impacts over time. In this study I leverage longitudinal student data in a…

Early childhood trauma increases the risk of academic difficulties. The purpose of this study was to investigate the prevalence of early contact with child protection services (CPS) and to determine whether early exposure to maltreatment investigations was associated with important academic outcomes. The authors focused specifically on…

Development of fraction number line estimation was assessed longitudinally over five time points between fourth and sixth grades. Although students showed positive linear growth overall, latent class growth analyses revealed three distinct growth trajectory classes: Students who were highly accurate from the start and became even more accurate (n…

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…

In the context of a large-scale randomized controlled trial, our team investigated "front line" teaching issues as schools implemented a fully digital, blended learning curriculum in mathematics. This paper focuses on observations of instruction within schools that were assigned to use the new digital resources. Compared to a…

In a rigorous evaluation of ASSISTments as an online homework support conducted in the state of Maine, SRI International reported that "the intervention significantly increased student scores on an end-of-the-year standardized mathematics assessment as compared with a control group that continued with existing homework practices."…