Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund. Working Paper No. 279-0323

Autor/inn/en	Xu, Zeyu; Ozek, Umut; Levin, Jesse; Lee, Dong Hoon
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund. Working Paper No. 279-0323
Quelle	(2023), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Outcomes of Education; Mathematics Achievement; Early Intervention; State Programs; Primary Education; Elementary School Students; Race; Ethnicity; Socioeconomic Status; Minority Group Students; Program Costs; Program Effectiveness; Cost Effectiveness; Attendance; Reading Achievement; Discipline; Kentucky + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regierungsprogramm; Primarbereich; Rasse; Abstammung; Ethnizität; Socio-economic status; Sozioökonomischer Status; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Anwesenheit; Leseleistung; Disziplin
Abstract	Reading has been at the forefront of early-grade educational interventions, but addressing the educational needs of students in math early on is also critical given that early gaps in math skills widen further over the course of schooling. In this study, we examine the effects of Kentucky's Math Achievement Fund -- a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K-3 -- on student outcomes and the costs associated with this policy. We find significant positive effects of the program not only on math achievement, but also on test scores in reading and non-test outcomes including student attendance and disciplinary incidents. The benefits exist across racial/ethnic groups and students from different socioeconomic statuses, and they are slightly higher for racial minorities. These findings, along with the cost estimate of the program, suggest that this program could provide a cost-effective blueprint to address the educational needs of students in math in early grades. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01