Interventions With Evidence of Efficacy in Improving Student Outcomes in Mathematics or Science

Performance Measures Interventions With Evidence of Efficacy in Improving Student Outcomes in Reading or Writing Interventions With Evidence of Efficacy in Improving Student Outcomes in Mathematics or Science Interventions With Evidence of Efficacy in Enhancing Teacher Characteristics with Demonstrated Positive Effects on Student Outcomes Interventions With Evidence of Efficacy of Improving Access to, Retention in, and Completion of Postsecondary Education Interventions With Evidence of Efficacy of Improving School Readiness Outcomes in Early Childhood Interventions With Evidence of Efficacy of Improving Behavior Outcomes Related to Academic Achievement Interventions With Evidence of Efficacy of Improving Social-Emotional Outcomes Related to Academic Achievement
GPRA Review YearReviewed PaperIntervention Name or Description of Instructional ApproachGrant Number
2023Decker-Woodrow, L. E., Mason, C. A., Lee, J.-E., Chan, J. Y.-C., Sales, A., Liu, A., & Tu, S. (2023). The impacts of three educational technologies on algebraic understanding in the context of COVID-19. AERA Open, 9(1), 1–17. [WWC Review]Three educational technologies: From Here to There, DragonBox 12+, and ASSISTmentsR305A180401
2023Fitzsimmons, C. J., Morehead, K., Thompson, C. A., Buerke, M., & Dunlosky, J. (2023). Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision?. Journal of Experimental Education, 91(1), 20–45. [WWC Review]Three interventions: studying incorrect worked examples, studying correct worked examples, or receiving feedbackR305A160295
2023Herrmann-Abell, C. F., Hardcastle, J., & Roseman, J. E. (2019). Evaluating a unit aimed at helping students understand matter and energy for growth and activity. [WWC Review]High school biology unit, "matter and energy for growth and activity"R305A150310
2022Braithwaite, D. W., & Siegler, R. S. (2021). Putting fractions together. Journal of Educational Psychology, 113(3), 556–571. [WWC Review]Putting fractions togetherR305A150262; R305A180514
2022Barbieri, C. A., Rodrigues, J., Dyson, N., & Jordan, N. C. (2020). Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. Journal of Educational Psychology, 112(3), 628. [WWC Review]Number line
R324A160127; R305A100150
2022Jee, B. D., & Anggoro, F. K. (2019). Relational scaffolding enhances children's understanding of scientific models. Psychological Science, 30(9), 1287–1302. [WWC Review]Relational scaffolding
R305A150228
2022Jitendra, A. K., Harwell, M. R., Dupuis, D. N., Karl, S. R., Lein, A. E., Simonson, G., & Slater, S. C. (2015). Effects of a research-based intervention to improve seventh-grade students' proportional problem solving: A cluster randomized trial. Journal of Educational Psychology, 107(4), 1019–1034. [WWC Review]Schema-based instructionR305A110358
2021Fitzsimmons, C. J., Morehead, K., Thompson, C. A., Buerke, M., & Dunlosky, J. (2023). Can feedback, correct, and incorrect worked examples improve numerical magnitude estimation precision? The Journal of Experimental Education, 91(1), 20–45. [WWC Review]Studying incorrect worked examples, studying correct worked examples, or receiving feedbackR305A160295
2021Gray, A. M., Sirinides, P. M., Fink, R. E., & Bowden, A. B. (2021). Integrating literacy and science instruction in Kindergarten: Results from the efficacy study of Zoology One. Journal of Research on Educational Effectiveness, 15(1), 1–27. [WWC Review]Zoology OneR305A160109
2020Rosen, R., Byndloss, D. C., Parise, L., Alterman, E, & Dixon, M. (2020). Bridging the school-to-work divide: Interim implementation and impact findings from New York City's P-TECH 9–14 schools. New York: MDRC [WWC Review]P-TECH 9-14 modelR305A170250
2019Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C. N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40–52. [WWC Review]Interleaved PracticeR305A160263
2017Connor, C.M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., ... Petscher, Y. (2017). Acquiring science and social studies knowledge in kindergarten through fourth grade: conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI). Journal of Educational Psychology, 109(3), 301–320. [WWC Review]Content-Area Literacy Instruction (CALI)R305F100027; R305H040013; R305B070074
2016Smith, M. A., Blunt, J. R., Whiffen, J. W., & Karpicke, J. D. (2016). Does providing prompts during retrieval practice improve learning? Applied Cognitive Psychology, 30(4), 544–553. [WWC Review]Retrieval-Based Learning ActivitiesR305A110903
2016Roschelle, J., Feng, M., Murphy, R. F., Mason, C. A. (2016). Online mathematics homework increases student achievement. AERA Open, 2(4), 1–12. [WWC Review]ASSISTmentsR305A120125
2016Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S. S. & Michelman, V. (2017). The struggle to pass algebra: Online vs. face-to-face credit recovery for at-risk urban students. Journal of Research on Educational Effectiveness, 10(2), 272–296. [WWC Review]Online Algebra 1 Credit Recovery CoursesR305A110149
2014Schenke, K., Rutherford, T., & Farkas, G. (2014, July). Alignment of game design features and state mathematics standards: Do results reflect intentions? Computers & Education, 76, 215–224. [WWC Review]ST MathR305A090527
2014Chung, G. K. W. K., Choi, K., Baker, E. L., & Cai, L. (2014). The effects of math video games on learning: A randomized evaluation study with innovative impact estimation techniques (Report No. 841). Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. [WWC Review]Fractions Video GamesR305C080015
2014Rohrer, D., Dedrick, R. F., & Burgess, K. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 21(5), 1323–1330. [WWC Review]Interleaved practiceR305A110517
2014Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2014). Addendum to effectiveness of Cognitive Tutor Algebra I at scale (Working Paper No. WR-1050-DEIES). Santa Monica, CA: RAND Corporation. [This is an updated analysis of the following report that was reviewed in 2013: Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam R. (2013). Effectiveness of Cognitive Tutor Algebra I at scale. Working Paper. Santa Monica, CA: RAND Corporation.] [WWC Review 1 and Review 2]Cognitive Tutor Algebra 1
R305A070185
2013Konstantopoulos, S., Miller, S.R., & van der Ploeg, A. (2013). The impact of Indiana's system of interim assessments on mathematics and reading achievement. Educational Evaluation and Policy Analysis, 35(4), 481–499. [WWC Review]Diagnostic Assessment Tools (DAT)R305E090005
2013Edmunds, J.A., Bernstein, L., Unlu, F., Glennie, E., Willse, J., Smith, A., & Arshavsky, N. (2012). Expanding the start of the college pipeline: Ninth-grade findings from an experimental study of the impact of the Early College High School Model. Journal of Research on Educational Effectiveness, 5(2), 136–159. [WWC Review]Early College High SchoolR305A110085; R305R060022
2013Clements, D.H., Sarama, J., Spitler, M.E., Lange, A.A., & Wolfe, C.B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166. [WWC Review]Building BlocksR305K050157
2012Taylor, J., Getty, S., Kowalski, S., Wilson, C., Carlson, J. (2015). An Efficacy Trial of Research-Based Curriculum Materials with Curriculum-Based Professional Development. American Educational Research Journal, 52(5), 984–1017. [WWC Review of conference version of this paper]BSCS Science: An Inquiry ApproachR305K060142
2012Phelan, J., Choi, K, Vendlinski T., Baker, E. L., & Herman, J. L. (2009). The effects of POWERSOURCE intervention on student understanding of basic mathematical principles. CRESST Report 763. Los Angeles, CA: National Center for Research on Evaluation, Standards, and Student Testing. [WWC Review]POWERSOURCE
R305A050004
2012McNeil, N. M., Fyfe, E.R., Petersen, L.A., Dunwiddie, A. E., & Brletic-Shipley, H. (2011) Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children's understanding of mathematical equivalence. Child Development, 82(5), 1620–1633. [WWC Review]Nontraditional Addition Problem FormatsR305B070297
2012Clarke, B., Doabler, C., Smolkowski, K., Baker, S.K., Fien, H., & Strand Cary, M. (2011). Examining the Efficacy of a Tier 2 Kindergarten Intervention Report (Technical Report 1104). Eugene, OR: University of Oregon. [WWC Review]ROOTSR305K040081; R305A080699
2011Lorch, R.F., Jr., Lorch, E.P., Calderhead, W.J., Dunlap, E.E., Hodell, E.C., and Freer, B.D. (2010). Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation. Journal of Educational Psychology, 102(1): 90–101 [WWC Reviewed]Control of Variables StrategyR305H060150
2010Bottge, B.A., Stephens, A. C., Rueda, E., Laroque, P.T., & Grant, T. S. (2010). Anchoring problem-solving and computation instruction in context-rich learning environments. Exceptional Children, 76 (4), 417–437Enhanced Anchored InstructionR324A090179; R305H040032
2010Clarke, B., Smolkowski, K., Baker, S., Fien, H., & Chard, D. (2011). The impact of a comprehensive Tier 1 kindergarten curriculum on the achievement of students at-risk in mathematics. Elementary School Journal, 111(4), 561–584ELMR305A080114
2010Sarama, J. , Clements, D. H., Spitler, M.E., Lange, A., & Wolfe, C.B. (2010). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Manuscript reviewed. [Published as: Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (in press). Mathematics Learned by Young Children in an Intervention Based on Learning Trajectories: A Large-Scale Cluster Randomized Trial. Journal for Research in Mathematics Education.] [WWC Reviewed]Building BlocksR305K050157
2010Novick, L. R., Catley, K. M., & Funk, D. J. (2010). Characters are key: The effect of synapomorphies on cladogram comprehension. Evo Edu Outreach. Published online 22 June 2010.cladogram curriculaR305A080621
2009Taylor, K. & Rohrer, D. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24 (6): 837–848. [prepublication version reviewed]Interleaved practice
R305B070537
2009Roschelle, J. (2009). Cooperative learning of mathematics with wireless handheld technology: A randomized experiment. Manuscript reviewed. [Published as: Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W.R., Nussbaum, M., Claro, S. (2010). Scaffolding Group Explanation and Feedback with Handheld Technology: Impact on Students' Mathematics Learning. Educational Technology Research and Development, 58: 399–419TechPALSR305K060011
2009Massey, C. M., Kellman, P. J., Roth, Z., & Burke, T. (2010). Perceptual learning and adaptive learning technology: Developing new approaches to mathematics learning in the classroom. In N. L. Stein (Ed), Developmental and learning sciences go to school: Implications for education. New York: Routledge.Perceptual Learning Modules (PLMs)R305H060070
2008Rittle-Johnson, B. and Star, J.R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Experimental Psychology, 99(3), 561–574 [WWC Review]Comparing Solution MethodsR305H050179
2008Opfer, J, E. and Siegler, R. S. (2007). Representational change and children‘s numerical estimation. Cognitive Psychology, 55, 169–195Numerical Magnitude RepresentationsR305H020060; R305H050035
2008Kaminski, J.A., Sloutsky, V.M., and Heckler, A.F. (2008). The advantage of abstract examples in learning math. Science, 320, 454–455. [WWC Review]Abstract examples
R305B070407
2008Booth, J.L. and Siegler, R.S. (2008). Numerical magnitude representations influence arithmetic learning. Child Development, 79(4), 1016–1031. [WWC Review]Numerical Magnitude RepresentationsR305H020060; R305H050035
2007Starkey, P., Clements, D., Klein, A., & Sarama, J. Pre-Kindergarten Mathematics Curriculum evaluation. Evaluation described in Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008–2009). U.S. Department of Education, National Center for Education Research. Washington, DC: U.S. Government Printing Office. [WWC Review]Ready, Set, Leap!
R305J020039; R305J020040; R305J020051; R305J030093; R305J030103
2007McDaniel, M. A., Anderson, J. L., & Morrisette, N. Test-Enhanced Learning in the Classroom. Manuscript reviewed. Published as: McDaniel, M. A., Anderson, J. L., Derbish, M. H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19 (4/5), p 494–513.Test-Enhanced Learning (TEL)R305H030339
2007Ramani, G. B. & Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development, 79(2), 375–394. [WWC Review]Number Board GamesR305H020060; R305H050035
2007Rohrer, D. & Taylor, K. (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology, 20, 1209–1224.Distributed PracticeR305H020061; R305H040108