WWC review of this study

The effects of response to intervention on the mathematics achievement of seventh and eighth grade students (Doctoral dissertation)

Cornelius, A. S. (2013). Available from ProQuest Dissertations and Theses database. (UMI 1422044724) Retrieved from: https://eric.ed.gov/?id=ED554983

  • Randomized Controlled Trial
     examining 
    105
     Students
    , grades
    7-8
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: January 2017

Mathematics achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

STAR Math scale scores

Odyssey® Math vs. Business as usual

0 Days

Full sample;
105 students

673.72

640.22

Yes

 
 
18

Characteristics of study sample as reported by study author.

  • Race
    Black
    66%
    Not specified
    6%
    White
    28%

  • Rural
    • B
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    Tennessee

Setting

The study was conducted in seventh- and eighth-grade classrooms in five schools located in one rural west Tennessee school district. The study occurred in the 2010–11 school year.

Study sample

The study sample consisted of seventh- and eighth-grade students with low performance based on their scores on the STAR® Math Assessment, with students scoring at or below the 10th percentile (based on the national norming sample) identified as “at risk”. These students were assigned to receive either teacher-directed math instruction or Odyssey Math as a supplemental program to their core math curriculum. The analysis compared the STAR scores of 60 students who were taught using Odyssey® Math to 45 students who were taught using teacher-directed instruction. Among the 105 students in the analytic sample, 66% were African American and 28% were Caucasian.

Intervention Group

Students in the intervention group received 30 minutes of supplemental instruction using Odyssey Math computer-assisted instruction in addition to their core math curriculum. The core mathematics curricula differed across the study schools and included Accelerated Math, Glencoe, and SRA Corrective Math.

Comparison Group

Students in the comparison group received 30 minutes of supplemental teacher-directed instruction in addition to their core math curriculum. The core math curricula differed across the study schools and included Accelerated Math, Glencoe, and SRA Corrective Math. The teacher-directed instruction was based on the core math curricula used in the schools.

Support for implementation

The report did not describe teacher training or implementation support.

 

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