Cowley, Kimberly S.; Uekawa, Kazuaki (2020). ICF International. Retrieved from: https://eric.ed.gov/?id=ED606872
Reviewed: January 2022
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 |
|---|---|---|---|---|---|---|---|---|
|
Virginia Standards of Learning (SOL): Pre-Algebra |
Rural Math Innovation Network (RMIN) vs. Business as usual |
1 Year |
8th grade teachers and their students, only;
|
423.00 |
445.00 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Virginia SOL Algebra Assessment |
Rural Math Innovation Network (RMIN) vs. Business as usual |
1 Year |
Grade 9 Algebra teachers and students, only;
|
433.00 |
433.00 |
No |
-- |
Characteristics of study sample as reported by study author.
| Other or unknown | 30% | |
| White | 70% |
This study of the Rural Math Innovation Network (RMIN) focused on 18 middle and high schools in rural areas of southwest and southside Virginia.
The Pre-Algebra sample (n=512) included students that were 72% White, 1% English Learner, and 19% that were economically disadvantaged. The Algebra sample (n=520) included students that were 67% White, 2% English Learner, and 16% that were economically disadvantaged.
The Rural Math Innovation Network (RMIN) aims to develop networked improvement communities (NIC) of pre-Algebra and Algebra 1 teachers to incorporate academic self-efficacy and growth mindset into lesson plans for teaching math competencies that are used by technicians in STEM-H occupations. Teachers receive training on Social and Emotional Learning (SEL) theory and practices for developing the lesson plans. NIC facilitators support teacher collaboration, access to instructional supports for the lessons, and sharing of lessons learned. Desired outcomes include increased student success on four math career readiness assessments, which impacts the students’ and the rural region’s workforce readiness and economic security, and NIC sustainability.
Teachers in the comparison condition used business as usual math instruction in Pre-Algebra (8th) and Algebra I (9th grade) math courses. Teachers received business as usual professional development and supports. Comparison students were likely exposed to instruction and support services as they had been in the past.
No implementation support was described separate from the intervention components, which included curricular materials and a professional learning community.
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).
Resources
Newsflash
Contact Us
Facebook
Twitter
YouTube