Project Activities
The research team is randomly assigning 60 Head Start classrooms to one of three conditions: a two-year math intervention (for 3-year-olds), a one-year math intervention (for 4-year-olds only), and a business-as-usual control condition with no math intervention during the two years of preschool. Children will be followed until the end of kindergarten. The effects of the intervention on children's mathematical knowledge will be assessed using the Child Math Assessment (CMA) measure and the Early Mathematics Classroom Observation.
Structured Abstract
Setting
The research will be conducted in Head Start programs in California, Kentucky, and Indiana.
Sample
Participants include 600 3- and 4-year-old children in 60 Head Start classrooms. The majority of the children in these programs are European American.
The previously developed Pre-K Mathematics curriculum for 4-year-olds includes seven units: Number Sense and Enumeration, Arithmetic Reasoning (less-advanced fall activities), Spatial Sense and Geometric Reasoning, Pattern Sense and Pattern Construction, Arithmetic Reasoning (more-advanced spring activities), Measurement and Data Representation, and Logical Relations. The curriculum includes 32 small-group math activities. The curriculum for 3-year-olds includes five units: Number and Arithmetic (fall activities), Space and Geometry, Number and Arithmetic (winter/spring activities), Patterns, and Measurement. Both curricula are designed to be sensitive to the developmental needs of young children. Less-challenging extensions of the small-group activities are provided for children who are not ready for a given activity, and more challenging extensions are included for children who complete an activity easily. In addition to the teacher-guided small-group activities, DLM Math Software is included in the classroom component of the math intervention for 4-year-olds to accommodate children's individual learning styles.
Research design and methods
The research team is randomly assigning 60 Head Start classrooms to one of three conditions: a two-year math intervention (for 3-year-olds), a one-year math intervention (for 4-year-olds only), and a business-as-usual control condition with no math intervention during the two years of preschool. Ten children are randomly selected from each classroom for study participation. Children will be followed longitudinally for three years until the end of kindergarten.
Control condition
The business-as-usual Head Start control group receives no math intervention.
Key measures
Children's mathematical knowledge will be assessed in fall and spring of each year using the Child Math Assessment (CMA) measure and the Early Mathematics Classroom Observation. Information regarding socioemotional and academic engagement, as well as fidelity of program implementation, will also be collected.
Data analytic strategy
The research team will use multilevel modeling and growth curve analysis to track changes in the trajectories of children's math knowledge and achievement from preschool entry year to kindergarten.
People and institutions involved
IES program contact(s)
Products and publications
Products: Products from this project include published reports on the efficacy of a preschool mathematics curriculum when implemented for one year and when implemented for two consecutive years.
Additional project information
Previous award details:
Related projects
Supplemental information
Purpose: In this project, the research team is evaluating the efficacy of children participating in one versus two years of a preschool math intervention, beginning when the children are either 3 or 4 years of age and continuing through the end of preschool.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
