Ready, D. D., Conn, K., Bretas, S. S., & Daruwala, I. (2019). Consortium for Policy Research in Education at Teachers College, Columbia University: New York, NY. https://hechingerreport.org/wp-content/uploads/2019/02/Final-Impact-Results-i3-TtO.pdf.
Reviewed: December 2021
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 |
|---|---|---|---|---|---|---|---|---|
|
Partnership for Assessment of Readiness for College and Careers (PARCC) - Math |
Teach to One: Math (TtO) vs. Business as usual |
0 Days |
Full sample: Years 1 to 3 combined;
|
-0.15 |
0.04 |
No |
-- |
Characteristics of study sample as reported by study author.
| Asian | 2% | |
| Black | 23% | |
| Other or unknown | 76% |
| Hispanic | 68% | |
| Not Hispanic or Latino | 32% |
The study took place in schools in Elizabeth, NJ that served students in sixth, seventh, and eighth grades. In intervention schools, students from multiple classrooms gathered together in a single location to work in teacher-led, peer-to-peer, or individual sessions using a laptop to log into an online portal with a personalized set of instructional activities. Five schools implemented the intervention and 16 schools served as the comparison group.
At baseline, intervention and comparison schools were 48% female, 9% students with limited English proficiency, 10% enrolled in special education, 77% eligible for free lunch, 10% eligible for reduced price lunch, 2% Asian, 23% Black, and 68% Hispanic, with 8% of unspecified race/ethnicity.
The Teach to One: Math (TtO) intervention is designed to increase math achievement in middle school students through a personalized instructional model for middle grade mathematics that combines resources from multiple classrooms into one open space where different students learn different skills at the same time. The theoretical basis for the intervention is that a personalized math curriculum for each student, based and updated on each day’s assessment of that student’s learning, will lead to increased math learning.
The comparison schools implemented their business-as-usual mathematics instruction during the three years that the treatment schools were implementing the intervention. Teachers used their typical mathematics curriculum and likely received supports as they had in the past. Students were likely exposed to instruction as they had in the past.
TtO provides teachers with instructional resources to use in teacher-led modalities as part of the intervention.
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).
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