Project Activities
In this project, the research team will use a regression discontinuity design to examine the impact of Math SPIRAL with two cohorts of educators on student outcomes. While receiving PD and coaching, educators will teach math in small groups of students identified as needing math intervention.
Structured Abstract
Setting
The research will take place in elementary schools in a large, urban school district in Texas.
Sample
The sample will include approximately 100 educators who will provide Math SPIRAL to approximately 1,000-1,500 of their fourth and fifth grade students identified as being with or at risk for a disability by scoring in the "Did Not Meet Grade Level" performance category on the previous year's STAAR (State of Texas Assessment for Academic Readiness) Mathematics state exam. Approximately 500-750 students in the control group who scored just above the cutoff for that performance category will also participate.
Intervention
The Math SPIRAL intervention includes educator participation in five PD sessions focused on (a) implementation of an evidence-based word-problem intervention, Pirate Math Equation Quest(developed through IES funding); (b) use of six evidence-based recommendations for students who struggle with math (systematic instruction, math language, representations, number lines, word problems, and fluency building); (c) implementation of the Instructional Routines for TEKS Mathematics Intervention, designed to address foundational mathematics knowledge for grade-level content according to the Texas state mathematics standards; (d) use of culturally responsive mathematics practices; and (e) use of data-based decision making with a focus on using materials from the National Center on Intensive Intervention's Intensive Intervention in Mathematicscourse. Educators participate in both in-person and on-demand PD, followed by observations and coaching throughout the school year to improve their implementation of the intervention. Students identified as needing intervention through the state mathematics assessment receive this high-quality mathematics instruction in small groups.
Research design and methods
Math SPIRAL will be evaluated using a regression discontinuity design study. Students who scored at the "Did Not Meet Grade Level" performance category on the STAAR Mathematicsexam will receive Math SPIRAL and those who scored in the next higher performance category, "Approaches Grade Level," will be in the comparison group. Researchers will compare increases in math performance of Math SPIRAL students to those who did not participate in the intervention. They will also measure increases on educator outcomes each year of the study, including frequency and understanding of data-based decision making and knowledge of mathematics for teaching. Follow-up testing will be conducted for both groups 1 and 2 years after participation in the study.
Control condition
The comparison students are those who scored in the "Approaches Grade Level" performance category on the previous year's STAAR Mathematics exam, one level above the "Did Not Meet Grade Level" performance category.
Key measures
Student mathematics outcomes will be assessed using the Stanford Achievement Test-10 Mathematics Procedures and Mathematics Problem Solving subtests and the Test of Mathematical Abilities-3 Mathematical Symbols and Concepts, Computation, and Problem Solving subtests. In addition, student performance on the STAAR Mathematics state assessment will determine whether their scoring category changes. Outcome data for teachers will be collected through a researcher-developed measure of teacher instructional practices and two subtests from the Mathematical Knowledge for Teaching assessment.
Data analytic strategy
Researchers will use multilevel regression discontinuity models to determine whether participation in Math SPIRAL was effective for students with or at risk for disabilities compared to students who did not participate. Changes in educator outcomes for those receiving Math SPIRAL PD will be analyzed by comparing teachers with 1, 2, and 3 years of participation.
Cost analysis strategy
The ingredients method will be used to determine the cost of the resources needed to implement the Math SPIRAL intervention as well as the cost per student and per educator. A cost effectiveness ratio will be used with the effect size for 1 year of participation in SPIRAL.
Products and publications
Products: The primary product of this project will be evidence of the estimated effects of Math SPIRAL on fourth and fifth grade students who are struggling to meet grade level math standards. The project will also result in publicly available professional development materials, peer-reviewed publications, and presentations as well as products that support the use of evidence from this project for education stakeholders, such as practitioners and policymakers.
Related projects
Supplemental information
School District Partner: Austin Independent School District
Co-Principal Investigator: Berry, Katherine A.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.