Evaluation of a Math Intervention Program Implemented With Community Support

David C. Parker, Peter M. Nelson, Anne F. Zaslofsky, Rebecca Kanive, Anne Foegen, Patrick Kaiser, David Heisted

Research output: Contribution to journalArticlepeer-review

5 Scopus citations

Abstract

Evidence-based interventions exist for improving multiple fundamental math competencies, but delivering interventions with fidelity and within a data-driven, tiered framework is a practical challenge faced by most schools. The current study evaluated a math intervention program delivered with community-based resources via AmeriCorps. At the beginning of the school year, students in Grades 4–8 (n = 550) were randomly assigned to receive math support via the program or to a waitlist control group. Outcomes were measured with a broad-based assessment of math achievement in the winter. Results from intent-to-treat analyses showed a significant and positive effect (d =.17) for the program that increased slightly under optimal dosage conditions (d =.24). The observed results extend existing literature on math interventions in schools by illustrating the potential for partnerships between community-based organizations and schools to improve outcomes for at-risk students.

Original languageEnglish (US)
Pages (from-to)391-412
Number of pages22
JournalJournal of Research on Educational Effectiveness
Volume12
Issue number3
DOIs
StatePublished - Jul 3 2019

All Science Journal Classification (ASJC) codes

  • Education

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