Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities

The research reported in this article was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A090341 to the Center on Teaching and Learning at the University of Oregon. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.

Abstract.

This pilot study examined the efficacy of a Tier 2 first-grade mathematics intervention program targeting whole-number understanding for students at risk in mathematics. The study used a randomized block design. Students (N = 89) were randomly assigned to treatment (Fusion) or control (standard district practice) conditions. Measures of mathematics achievement were collected at pretest and posttest. Treatment and control students did not differ on mathematics assessments at pretest. A series of random-effects models were estimated to compare gains between treatment and control conditions. Gain scores of intervention students were significantly greater than those of control peers on a proximal measure of mathematics achievement. The role of a strong theory-of-change model in the development and evaluation of mathematics interventions is articulated. Implications for researchers and educators designing and delivering instruction for at-risk students in a response-to-intervention model are discussed.

Additional information

Notes on contributors

Ben Clarke

Ben Clarke, PhD, is a Research Assistant Professor with the Center on Teaching and Learning at the University of Oregon. He has served as a Principal Investigator on nine federally funded research grants in the area of mathematics. Dr. Clarke is interested in the development of mathematical thinking and instructional methods and assessment approaches to support student acquisition of mathematics content.

Christian T. Doabler

Christian T. Doabler, PhD, is a Research Assistant Professor with the Center on Teaching and Learning at the University of Oregon. Currently, he serves as a Co-Principal Investigator on three IES-funded grants focused on early mathematics instruction and intervention. He specializes in curriculum design, classroom observation systems, and the prevention of learning difficulties.

Mari Strand Cary

Mari Strand Cary, PhD, received her doctorate in Child Psychology from the University of Minnesota in 2004. She is currently a research associate at the Center on Teaching and Learning at the University of Oregon. Much of her work focuses on utilizing educational technology, particularly in the areas of math and science, to deliver instructionally-sound, motivating, and individualized learning experiences to elementary students.

Derek Kosty

Derek Kosty is a doctoral candidate at the University of Oregon and holds a position as a data analyst at the Oregon Research Institute. He has experience in quantitative analysis of experimental and quasi-experimental trials in education and psychology. His research interests include measurement of effective instructional practices in early mathematics and reading.

Scott Baker

Scott Baker, PhD, is the executive director of the Center on Research and Evaluation (CORE) at Southern Methodist University (SMU). Dr. Baker is interested in the impact of interventions on child outcomes, the mechanisms that underlie effective interventions, and how intervention impact varies by factors intrinsic and extrinsic to the child.

Hank Fien

Hank Fien, PhD, is a Research Associate Professor and Co-Director of the Center on Teaching and Learning at the University of Oregon. Currently, he serves as principal Investigator or co-Principal Investigator on ten federally-sponsored research and development grants studying the feasibility and efficacy of early reading and early math curricula and interventions. His research interests include reading and mathematics development in young children, integrating instructional design and gaming technology, and empirically validating interventions aimed at preventing or ameliorating student academic problems.

Keith Smolkowski

Keith Smolkowski, PhD, is a research scientist at Oregon Research Institute. His research focuses on the children's social and academic behavior from early childhood through adolescence and the practices, interventions, and supports that lead to improvements in student achievement, social-emotional skills, and behavior. He received his doctorate in Special Education from the University of Oregon.