Changing the Odds: Student Achievement after Introduction of a Middle School Math Intervention

IF 1.7 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research on Educational Effectiveness Pub Date : 2023-03-15 DOI:10.1080/19345747.2023.2170937

Julian R. Betts, Andrew C. Zau, Karen Volz Bachofer, Dina Polichar

引用次数: 0

Abstract

The paper evaluates math performance at four high-need middle schools during a four-year intervention, which was designed to help math teachers diagnose students’ areas of need and to design lesson plans responsive to those needs. Before the intervention began, the researchers pre-selected four comparison schools by matching based on achievement and also on demographics. A difference-in-difference analysis finds a significant increase of about 0.11 standard deviation in test scores per year for students in the program schools. Supplementary event study and synthetic control analyses to detect year-by-year effects lack precision but are weakly suggestive of a smaller impact in year 1 than later years. A cost analysis considers the affordability of extending similar programs.

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改变可能性:引入中学数学干预后的学生成绩

本文评估了四所高需求中学在四年干预期间的数学表现，该干预旨在帮助数学教师诊断学生的需求领域并设计响应这些需求的课程计划。在干预开始之前，研究人员根据成绩和人口统计数据进行匹配，预先选择了四所比较学校。一项差异分析发现，项目学校学生的考试成绩每年显著提高约0.11个标准差。用于检测逐年影响的补充事件研究和综合控制分析缺乏精度，但微弱地表明第一年的影响比以后的年份小。成本分析考虑了扩展类似项目的可承受性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.00

自引率

11.10%

发文量

期刊介绍： As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.