WWC review of this study

Effects of progress monitoring on math performance of at-risk students (Elementary school sample).

Lambert, R., Algozzine, B., & McGee, J (2014). British Journal of Education, Society and Behavioural Science, 4(4) 527-540

  • Randomized Controlled Trial
     examining 
    666
     Students
    , grades
    2-5
No statistically significant positive
findings
Meets WWC standards without reservations

Reviewed: December 2017

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

STAR Math normal curve equivalent scores

Accelerated Math® vs. Business as usual

6 Months

Full sample;
666 students

51.16

44.71

No

 
 
12
More Outcomes

Terra Nova normal curve equivalent scores

Accelerated Math® vs. Business as usual

6 Months

Full sample;
504 students

49.87

46.9

No

--
Show Supplemental Findings

STAR Math normal curve equivalent scores

Accelerated Math® vs. Business as usual

6 Months

Grade: 3;
164 students

52.49

47.79

No

--

STAR Math normal curve equivalent scores

Accelerated Math® vs. Business as usual

6 Months

Grade: 2;
167 students

51.36

47.24

No

--

Terra Nova normal curve equivalent scores

Accelerated Math® vs. Business as usual

6 Months

Grade: 3;
114 students

52.07

52.14

No

--

Terra Nova normal curve equivalent scores

Accelerated Math® vs. Business as usual

6 Months

Grade: 2;
132 students

45.51

48.48

No

--

Characteristics of study sample as reported by study author.


  • 76% Free or reduced price lunch

  • Female: 51%
    Male: 49%
  • Race
    White
    60%
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    Oklahoma

Setting

The study was conducted in 36 elementary classrooms (grades 2–5) in three schools in Oklahoma. The study authors do not indicate in which year the study occurred.

Study sample

Among all students at the time of random assignment, approximately 76% qualified for free or reduced-price meals, approximately 51% were female, 39% were minorities, and 18% were classified as special education students.

Intervention Group

Intervention students used Accelerated Math® as a supplement to their existing curriculum, Growing with Math or Houghton Mifflin Math, for the entire school year. The authors reported that study teachers chose how to implement Accelerated Math® in their classes, and that implementation was generally consistent with the developer recommendations. Classes participated in teacher-directed lessons, and then students worked independently or in small groups on individualized math problems generated by Accelerated Math®. Teachers used performance data provided by Accelerated Math® to plan individual and small group interventions and to identify when students were ready for testing sessions to demonstrate content mastery. The study did not specify which version of Accelerated Math® was used. The study authors reported that half of intervention group classes (9 out of 18) demonstrated high fidelity to implementation of Accelerated Math®. Fidelity was measured based on the percentage of class students who were able to master objectives each week and complete problem sets correctly.

Comparison Group

Comparison students used a traditional math curriculum already in place in the schools, either Growing With Math or Houghton Mifflin Math. The authors do not report the number of classes using each text.

Support for implementation

Renaissance Learning, the developer of the intervention, provided study teachers with professional development and periodic support in implementing Accelerated Math®. Details about this support were not provided by the authors.

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.

  • Lambert, R., & Algozzine, B. (2009). Accelerated Math evaluation report (Elementary school sample). Charlotte: Center for Educational Measurement and Evaluation, University of North Carolina at Charlotte.

Reviewed: December 2017

Study sample characteristics were not reported.

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.

  • Lambert, R., & Algozzine, B. (2009). Accelerated Math evaluation report (Elementary school sample). Charlotte: Center for Educational Measurement and Evaluation, University of North Carolina at Charlotte.

 

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