Ben Clarke
Associated IES Content
Grant
Early Mathematics Interventions: A Meta-analysis of Group-Design Interventions to Inform Targeted Intervention for Students with Mathematics Difficulties
The purpose of this project is to conduct a meta-analysis of group-design mathematics interventions targeting foundational whole number concepts, with a focus on children with and at risk for disabilities and mathematics difficulty in prekindergarten (preK) through grade 1. Specifically, the research team aims to identify differences in the effectiveness of such interventions for typically achieving (TA) students and students at risk for mathematics difficulty (MD) as well as the factors tha...
Federal funding program:
Award number:
R324A240004
Grant
A Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level K Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Mathematics Learning Disabilities
The purpose of this project is to test the efficacy of the NumberShire Level K (NSK) gaming intervention-previously developed through IES funding-for students with or at risk for mathematics learning disabilities (MLD). NSK is a supplemental technology-based tool to allow educators to intervene early and strategically to accelerate early math learning and prevent more costly remediation of math difficulties in the later grades for students with or at risk for MLD. In this study, researchers ...
Federal funding program:
Award number:
R324A240173
Grant
A Randomized Control Trial of a Tier 2 Sixth Grade Mathematics Intervention
The purpose of this project is to test the efficacy of the Promoting Algebra Readiness (PAR) intervention, a Tier 2 mathematics intervention. Preliminary evidence has shown that PAR increases the mathematics achievement of sixth grade students with mathematics difficulties (MD). In this project, the research team will examine the impact of PAR on students identified as with MLD (mathematics learning disabilities) or MD, measuring the immediate and long-term student mathematics outcomes and e...
Federal funding program:
Award number:
R324A230007
Grant
ROOTS Replication: A Systematic Replication of a Tier 2 Kindergarten Mathematics Intervention
The purpose of this project is twofold. The primary purpose is to conduct a replication study of a kindergarten mathematics intervention (ROOTS) for students at risk for mathematics learning disabilities (MLD) across school types and student populations intentionally selected to differ from previous efficacy studies. A secondary purpose of the project will be to investigate the relationship between intervention onset and student outcomes.
Federal funding program:
Award number:
R324R200005
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Evaluation of the KinderTEK iPad Math Program
The purpose of this project was to evaluate the efficacy of KinderTEK, a fully developed, tablet-based math program for young learners. Many teachers turn to technology in the hopes that online programs, applications (apps), and virtual manipulatives can provide differentiated instruction, independent practice, and engaging content for students within their classrooms. KinderTEK is a product of a prior IES development grant (R324A110286) and an OSEP Stepping Up Technology grant that can func...
Federal funding program:
Award number:
R305A170044
Grant
A Multi-Site Randomized Controlled Trial to Assess the Efficacy of the NumberShire Level 1 Gaming Intervention for Improving Math Outcomes for Students With or At Risk for Math Learning Disabilities
The purpose of this study is to determine the efficacy of the NumberShire Level 1 gaming intervention, aimed at improving mathematics achievement for first-grade students with or at risk for mathematics learning disabilities. Intervention to strategically accelerate math learning in early elementary school can help prevent costly remediation in later grades. According to the National Assessment of Educational Progress (2013), 45% of all fourth-grade students with disabilities scored below th...
Federal funding program:
Award number:
R324A160125
Grant
A Randomized Control Trial of a Tier 2 First Grade Mathematics Intervention
The purpose of this study was to test the efficacy of a first-grade mathematics intervention called Fusion, aimed at developing understanding of whole numbers for students at risk for mathematics learning disabilities. According to results from the National Assessment of Educational Progress, only 42% of fourth graders performed at or above the proficient level in mathematics. Students who perform poorly in mathematics early in school are at risk for continuing to struggle in mathematics thr...
Federal funding program:
Award number:
R324A160046
FY2014
FY2014 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2013
FY2013 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
FY2012
FY2012 Science, Technology, Engineering, and Mathematics Education (STEM) Peer Review Panel
Grant
A Randomized Control Trial of a Tier 2 Kindergarten Mathematics Intervention
Recently, students in the United States have demonstrated low levels of mathematics performance compared to national standards and the performance of students from other countries. Signs of potential low performance and risk for mathematics disabilities can appear early in students' schooling. Without intervention in early elementary school, these difficulties are likely to persist over time and become more challenging to remediate. One approach to improving mathematics achievement is to del...
Federal funding program:
Award number:
R324A120304
Grant
Development of a Game-based Integrated Learning and Assessment System to Target Whole Number Concepts (Project NumberShire)
Students who perform poorly in mathematics in the early elementary grades are likely to continue to perform poorly in mathematics in later grades. These findings indicate that a successful start in mathematics is critical to later mathematics achievement. The purpose of this project is to develop NumberShire-K, a browser-based, educational video game in which first-grade students learn and apply the mathematical concepts and skills of whole numbers. NumberShire-K will include research-based ...
Federal funding program:
Award number:
R324A120071
Grant
Promoting Algebra Readiness: Developing a Strategic Intervention On Rational Number Concepts (Project PAR)
Algebra competence is of particular concern for secondary students with disabilities who are participating in general education mathematics courses in growing numbers and facing curriculum standards and graduation requirements that demand mastery of algebra. The purpose of this project is to develop the curriculum Promoting Algebra Readiness for sixth-grade students with or at risk for learning disabilities in mathematics. Promoting Algebra Readiness will be designed to include instructional...
Federal funding program:
Award number:
R324A120115
Grant
A Randomized Study of the Efficacy of a Two-Year Mathematics Intervention for At-Risk Pre-Kindergarten and Kindergarten Students
Most public preschool and kindergarten programs spend little time on mathematics. In addition, the mathematics curricula typically used in pre-kindergarten and kindergarten are not evidence-based, effective mathematics curricula and share two common design flaws. First, the content included is typically too broad and thus fails to systematically focus on building student understanding of key math content. Second, most curricula are not designed to address the specific mathematics instruction...
Federal funding program:
Award number:
R305A120262
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
Grant
Foundations of Mathematical Understanding: Developing a Strategic Intervention on Whole Number Concepts
The purpose of this project was to develop a core mathematics intervention for students in first grade who are at risk for mathematics difficulties and disabilities. The intervention, FUSION, is designed as a program for schools using a multi-tiered approach to instruction that provides increasingly intense levels of instruction based on the results of frequent progress monitoring of students. FUSION will be developed as a tier 2 program, most applicable in schools that rely on a response-to...
Federal funding program:
Award number:
R324A090341
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Early Learning in Mathematics: Efficacy in Kindergarten Classrooms
In recent years, low levels of mathematics performance have been found among U.S. students in relation to national standards and in international comparisons. Signs of these problems appear early in students' schooling. Unless these differences are addressed as early as kindergarten, they are likely to persist and become more difficult to remediate over time. One approach to improving achievement is to deliver effective instructional programs to all students as they enter school. Few experim...
Federal funding program:
Award number:
R305A080699
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