Results of the Early Math Project -- Scale-Up Cross-Site Results. Working Paper
Hofer, Kerry G.; Lipsey, Mark W.; Dong, Nianbo; Farran, Dale C. (2013). Peabody Research Institute. Retrieved from: https://eric.ed.gov/?id=ED623690
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examining1,714Students, gradePK
Building Blocks™ Intervention Report - Preparing Young Children for School
Review Details
Reviewed: November 2023
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a cluster randomized controlled trial with high individual-level non-response, but provides evidence of effects on individuals by satisfying the baseline equivalence requirement for the individuals in the analytic intervention and comparison groups.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Building Blocks™.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Research-Based Early Mathematics Assessment (REMA) |
Building Blocks™ vs. Business as usual |
0 Days |
Full sample;
|
48.00 |
44.91 |
Yes |
|
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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15% English language learners -
Female: 52%
Male: 48% -
Urban
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Massachusetts, New York, Tennessee
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Race Black 59% Other or unknown 25% White 16% -
Ethnicity Hispanic 19% Other or unknown 81% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study took place in 139 pre-kindergarten classrooms in 59 public schools in Boston, Massachusetts; Buffalo, New York; and Nashville, Tennessee.
Study sample
The researchers randomly assigned 35 schools to the intervention group and 24 schools to the comparison group. A total of 1,714 students in 139 classrooms in 59 schools were included in the study. Approximately 48 percent of the students were male and 15 percent were English learners. Fifty-nine percent were Black, 16 percent were White, and 25 percent did not report race. Approximately 19 percent were Hispanic or Latino.
Intervention Group
Intervention group teachers implemented Technology-enhanced Research-based Instruction, Assessment, and Professional Development (TRIAD). This intervention included an early mathematics curriculum called Building Blocks. Building Blocks uses various whole class and small group activities that emphasize applying mathematical principles to everyday activities. The intervention was administered over the full pre-kindergarten year in 30 weekly lessons through whole class instruction, small group activities, computer-based supplements, and other features. TRIAD also includes a comprehensive professional development component for teachers focused on the Building Blocks curriculum. Teachers in the intervention group participated in TRIAD/Building Blocks professional development during the year prior to implementing the intervention.
Comparison Group
Teachers in the comparison group provided instruction using their existing mathematics curriculum, and they may have participated in other training and professional development offered by their schools or school districts. They also were provided the opportunity to receive training and professional development in TRIAD/Building Blocks following the study’s initial implementation year.
Support for implementation
Intervention group teachers participated in three workshops focused on the Building Blocks curriculum. The first workshop was held prior to the school year and lasted for 4 days. The second and third workshops were held during the spring semester and lasted for 2 and 1 days, respectively. Teachers in the intervention condition also had in-classroom mentoring and support through online resources.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Hofer, K. G., Farran, D. C., & Cummings, T. P. (2013). Preschool children’s math-related behaviors mediate curriculum effects on math achievement gains. Early Childhood Research Quarterly, 28(3), 487-495. https://doi.org/10.1016/j.ecresq.2013.02.002.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).