evaluating math recovery assessing the causal impact of math.pptVIP

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2016-03-05 发布于广东
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evaluating math recovery assessing the causal impact of math.ppt

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evaluating math recovery assessing the causal impact of math

Students assigned to participate in the MR treatment took all assessments at the start of the study (pretest) When their cohort entered or exited tutoring in December and March End of 1st grade End on of 2nd grade (for the cohort starting 2007-2008) Wait list students took the Fluency subtest of the WJ III at the same time as each cohort entering treatment, as well as the full battery of other WJ III and MR proximal assessments at the start and end of first grade and, for the cohort starting 2007-2008, at the end of 2nd grade 20 elementary schools (five urban, ten suburban and five rural), representing five districts in two states * Pretest factor score based on MRp WJMF WJAP WjQC * Site—variation in initial tutor knowledge +variation in curriculum Tutor knowledge Fidelity of implementation * N=235 Develop strategies ahead of the counterparts, then their counterparts caught up? Strategies learned did not help them in the context on instruction in their regular classroom What else? * Develop strategies ahead of the counterparts, then their counterparts caught up? Strategies learned did not help them in the context on instruction in their regular classroom What else? * Develop strategies ahead of the counterparts, then their counterparts caught up? Strategies learned did not help them in the context on instruction in their regular classroom What else? * Over the 6 cycles of tutoring – fidelity of implementation did not improve and effects did not increase Average time based on strategy based activities only 7 minutes * Instead of asking 12-9 which is strategy-based they might ask: start 28 and count up to 34. Now start from 44 and count up to 52…. * The project was designed to assess rigorously whether Math Recovery, a program used by many school systems but never evaluated,? actually works.? Our data show that the tutoring works initially but it is not sustained beyond its immediate effects nor when the tutoring ends.?? When evaluating a program as complex as an i