Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Hamlett, Carol L.; Cirino, Paul T.; Jordan, Nancy C.; Siegler, Robert; Gersten, Russell; Changas, Paul (2013). Journal of Educational Psychology, v105 n3 p683-700. Retrieved from: https://eric.ed.gov/?id=EJ1054396
Reviewed: February 2020
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
2010 Fraction Battery: Fraction Calculations |
Targeted Math Intervention vs. Business as usual |
1 Week |
Full sample;
|
9.07 |
7.51 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
National Assessment of Educational Progress (NAEP) selected items |
Targeted Math Intervention vs. Business as usual |
1 Week |
Full sample;
|
12.20 |
11.36 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
National Assessment of Educational Progress - Part-Whole questions |
Targeted Math Intervention vs. Business as usual |
1 Week |
Full sample;
|
5.79 |
5.36 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
2010 Fraction Battery: Comparing Fractions |
Targeted Math Intervention vs. Business as usual |
1 Week |
Full sample;
|
12.73 |
7.06 |
Yes |
|
|
|
|
Fraction Number Line |
Targeted Math Intervention vs. Business as usual |
1 Week |
Full sample;
|
-0.20 |
-0.32 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
National Assessment of Educational Progress - Measurement questions |
Targeted Math Intervention vs. Business as usual |
1 Week |
Full sample;
|
5.62 |
4.68 |
Yes |
|
||
Characteristics of study sample as reported by study author.
| Black | 62% | |
| Other or unknown | 4% | |
| White | 44% |
| Hispanic | 19% | |
| Not Hispanic or Latino | 81% |
Sample Alignment: Study participants are students who scored below the 35th percentile on an assessment of skill in whole-number calculation. A previous version of the study looked at students who were between the 0th and 17th percentiles and students who were between the 17th and 34th percentiles. Age or grade range: Students are in fourth grade. Location: Study participants are in 13 schools, presumably in the U.S.
Percentages were provided for intervention and control conditions separately. Respectively, intervention and control: 50% and 54% male; 12% and 9% EL; 81% and 83% FRL, 5% each recieved special education; 51% and 54% African American; 26% and 24% White; 19% and 19% Hispanic; 4% and 3% other. (all Hispanic students were White). According to the author, groups were demographically comparable (all ps .05).
The intervention was small-group tutoring (3 pupils per instructor) on fractions, conducted for 30 minutes at a time, 3 times a week, for 12 weeks. The tutoring was in addition to students' regular math courses and used the fraction program Fraction Challenge. Fraction Challenge emphasizes the conceptualization of fractions on a number line from 0 to 1 over the conceptualization of fractions as a part of a whole (e.g. 3/4 of a pie).
The comparison condition was regular classroom instruction using Houghton Mifflin Math, which emphasizes the part-whole conceptualization of fractions. Part-whole conceptualization interprets fractions as representing a part of an object. Many of the students also attended a remediation course provided by the schools three times a week.
Training for tutors consisted of participation in a 2-day workshop. Over the course of the intervention, tutors participated in biweekly, hour-long meetings for ongoing support. The tutors received a script for each lesson but was not expected to memorize or read the script during the tutoring session.
Reviewed: August 2013
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Fraction Calculations |
Fraction Challenge vs. Business as usual |
Posttest |
At-risk students;
|
17.57 |
7.50 |
Yes |
|
|
|
Comparing Fractions |
Fraction Challenge vs. Business as usual |
Posttest |
At-risk students;
|
12.91 |
7.07 |
Yes |
|
|
|
Fraction Number Line |
Fraction Challenge vs. Business as usual |
Posttest |
At-risk students;
|
-0.21 |
-0.32 |
Yes |
|
|
|
National Assessment of Educational Progress (NAEP) selected items |
Fraction Challenge vs. Business as usual |
Posttest |
At-risk students;
|
14.36 |
11.35 |
Yes |
|
|
Characteristics of study sample as reported by study author.
| Black | 53% | |
| Other or unknown | 3% | |
| White | 25% |
| Hispanic | 19% | |
| Not Hispanic or Latino | 81% |
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.
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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.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
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