WWC review of this study

Improving at-risk learners’ understanding of fractions.

Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., Changas, P., Jordan, N. C., Siegler, R., & Gersten, R. (in press). Journal of Educational Psychology. Retrieved from: https://eric.ed.gov/?id=EJ1054396

  • Randomized Controlled Trial
     examining 
    259
     Students
    , grade
    4
At least one statistically significant positive finding
Meets WWC standards without reservations

Reviewed: August 2013

General Mathematics Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Fraction Calculations

Fraction Challenge vs. Business as usual

Posttest

At-risk students;
259 students

17.57

7.5

Yes

 
 
49
 
More Outcomes

Comparing Fractions

Fraction Challenge vs. Business as usual

Posttest

At-risk students;
259 students

12.91

7.07

Yes

 
 
47
 

Fraction Number Line

Fraction Challenge vs. Business as usual

Posttest

At-risk students;
259 students

-0.21

-0.32

Yes

 
 
35
 

National Assessment of Educational Progress (NAEP) selected items

Fraction Challenge vs. Business as usual

Posttest

At-risk students;
259 students

14.36

11.35

Yes

 
 
32
 

Characteristics of study sample as reported by study author.


  • 11% English language learners

  • 83% Free or reduced price lunch

  • Female: 48%
    Male: 52%
  • Race
    Black
    53%
    Not specified
    3%
    White
    25%
  • Ethnicity
    Hispanic
    19%
    Not Hispanic
    81%
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top