Allen, A., Moylan, A., Rockman, S., & Sloan, K. (2017). San Francisco, CA: Rockman et al. https://rockman.com/docs/downloads/Valid18_a2i_Final-Report-9.22.2017.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 |
|---|---|---|---|---|---|---|---|---|
|
New York State Regents Examination in Common Core Algebra |
Accessing Algebra Through Inquiry (a2i) vs. Business as usual |
0 Days |
Full sample (June 2014-15 or 2015-16 cohorts);
|
N/A |
N/A |
No |
-- | |
|
New York State Regents Examination in Common Core Geometry |
Accessing Algebra Through Inquiry (a2i) vs. Business as usual |
0 Days |
Full sample (2015-2016 geometry cohort);
|
N/A |
N/A |
No |
-- |
Characteristics of study sample as reported by study author.
| Asian | 5% | |
| Black | 32% | |
| Other or unknown | 60% | |
| White | 2% |
| Hispanic | 59% | |
| Not Hispanic or Latino | 41% |
Both intervention and comparison schools were selected from the 71 high schools that are part of the New Visions for Public Schools network in New York City. Participating students were in Algebra I or Geometry courses that were taught by Accessing Algebra Through Inquiry (a2i) teachers.
Most students included in the analytic sample were Black or Hispanic. Fifty-nine percent of students in the analysis sample were Hispanic or Latino, 32% were Black, 5% were Asian, and 2% were White. Twenty percent of students had individualized education programs (IEPs), and 8% were English Learners.
The Accessing Algebra Through Inquiry (a2i) initiative develops high quality formative assessment processes to help teachers implement high standards in mathematics and create effective learning environments. Teachers receive intensive training and guidance in how to design and implement these formative assessment processes to improve student achievement. The major categories of support for teachers include: (a) inquiry teams focused on data-driven instructional practices in algebra and geometry, (b) adaptable formative assessment lessons and strategies to inform those practices, and (c) instructional specialists or coaches to guide teachers in translating assessment feedback into instructional practices. By changing teachers' and schools' practices, a2i aims to increase students' math learning and achievement, as well as their confidence and interest in math.
The comparison condition consisted of Algebra I and Geometry courses taught by high school teachers in non-a2i schools. The teachers in comparison schools had some access to resources about inquiry teams and formative assessment, as well as support from instructional specialists; however, the consistency and level of engagement with those resources was expected to be far greater in a2i schools.
Teachers were provided with professional development, online resources, and school-level inquiry teams to support implementation 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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