References
- *Study included in meta-analysis
- *Abrams, L. S. (2008). The effect of computer mathematics games on elementary and middle school students' mathematics motivation and achievement [Unpublished doctoral dissertation]. Capella University, Minneapolis, MN.
- Achieve. (2014). Rising to the challenge. Author. http://www.achieve.org/rising-challenge
- Ahn, S., Ames, A. J., & Myers, N. D. (2012). A review of meta-analyses in education: Methodological strengths and weaknesses. Review of Educational Research, 82(4), 436–476. https://doi.org/https://doi.org/10.3102/0034654312458162.
- *Aladé, F., Lauricella, A. R., Beaudoin-Ryan, L., & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433–441. https://doi.org/https://doi.org/10.1016/j.chb.2016.03.080
- *Albright, R. E. (2012). The impact of music on student achievement in the third and fifth grade math curriculum [Unpublished doctoral dissertation]. Northcentral University, San Diego, CA.
- Aloe, A., & Becker, B. J. (2009, April). Modeling heterogeneity in meta-analysis: Generalizing using Cronbach’s (M)UTOS framework and meta-analytic data [Paper presentation]. Paper presented at the annual meeting of the American Educational Research Association.
- *Arnold, D. H., Fisher, P. H., Doctoroff, G. L., & Dobbs, J. (2002). Accelerating math development in Head Start classrooms. Journal of Educational Psychology, 94(4), 762–770. https://doi.org/https://doi.org/10.1037/0022-0663.94.4.762
- *Arroyo, I., Royer, J. M., & Woolf, B. P. (2011). Using an intelligent tutor and math fluency training to improve math performance. International Journal of Artificial Intelligence in Education, 21(1–2), 135–152. https://doi.org/https://doi.org/10.3233/JAI-2011-020
- *Axtell, P. K., McCallum, R. S., Bell, S. M., & Poncy, B. (2009). Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study. Psychology in the Schools, 46(6), 526–538. https://doi.org/https://doi.org/10.1002/pits.20395
- *Bai, H., Pan, W., Hirumi, A., & Kebritchi, M. (2012). Assessing the effectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students. British Journal of Educational Technology, 43(6), 993–1003. https://doi.org/https://doi.org/10.1111/j.1467-8535.2011.01269.x
- Barnard, J., & Rubin, D. B. (1999). Miscellanea. Small-sample degrees of freedom with multiple imputation. Biometrika, 86(4), 948–955. https://doi.org/https://doi.org/10.1093/biomet/86.4.948
- *Barnes, M. A., Klein, A., Swank, P., Starkey, P., McCandliss, B., Flynn, K., Zucker, T., Huang, C.-W., Fall, A.-M., & Roberts, G. (2016). Effects of tutorial interventions in mathematics and attention for low-performing preschool children. Journal of Research on Educational Effectiveness, 9(4), 577–606. https://doi.org/https://doi.org/10.1080/19345747.2016.1191575
- Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134–168. https://doi.org/https://doi.org/10.1037/bul0000307
- *Barrow, L., Markman, L., & Rouse, C. E. (2009). Technology's edge: The educational benefits of computer-aided instruction. American Economic Journal: Economic Policy, 1(1), 52–74. https://doi.org/https://doi.org/10.1257/pol.1.1.52
- Basista, B., & Mathews, S. (2002). Integrated science and mathematics professional development programs. School Science and Mathematics, 102(7), 359–370. https://doi.org/https://doi.org/10.1111/j.1949-8594.2002.tb18219.x
- Becker, B. J. (2017). Improving the design and use of meta-analyses of career interventions. In J. P. Sampson, E. Bullock-Yowell, V. C. Dozier, D. S. Osborn, & J. G. Lenz (Eds.), Integrating theory, research, and practice in vocational psychology: Current status and future directions (pp. 95–107). Florida State University.
- Belland, B. R., Walker, A. E., Kim, N. J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM education. Review of Educational Research, 87(2), 309–344. https://doi.org/https://doi.org/10.3102/0034654316670999
- *Black, A. R., Doolittle, F., Zhu, P., Unterman, R., & Grossman, J. B. (2008). The evaluation of enhanced academic instruction in after-school programs: Findings after the first year of implementation (NCEE 2008-4021). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Black, A. R., Somers, M.-A., Doolittle, F., Unterman, R., & Grossman, J. B. (2009). The evaluation of enhanced academic instruction in after-school programs: Final report (NCEE 2009-4077). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Blasiman, R. N., Larabee, D., & Fabry, D. (2018). Distracted students: A comparison of multiple types of distractions on learning in online lectures. Scholarship of Teaching and Learning in Psychology, 4(4), 222–230. https://doi.org/https://doi.org/10.1037/stl0000122
- Bloom, H. S., Hill, C. J., Black, A. R., & Lipsey, M. W. (2008). Performance trajectories and performance gaps as achievement effect-size benchmarks for educational interventions. Journal of Research on Educational Effectiveness, 1(4), 289–328. https://doi.org/https://doi.org/10.1080/19345740802400072
- *Bond, J. B., & Ellis, A. K. (2013). The effects of metacognitive reflective assessment on fifth and sixth graders' mathematics achievement. School Science and Mathematics, 113(5), 227–234. https://doi.org/https://doi.org/10.1111/ssm.12021
- *Booth, J. L., Oyer, M. H., Pare-Blagoev, A. J., Elliot, A., Barbieri, C., Augustine, A., & Koedinger, K. R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness, 8(4), 530–551. https://doi.org/https://doi.org/10.1080/19345747.2015.1055636
- Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis (1st ed.). Wiley.
- Borenstein, M., Higgins, J. P. T., Hedges, L. V., & Rothstein, H. R. (2017). Basics of meta-analysis: I2 is not an absolute measure of heterogeneity. Research Synthesis Methods, 8(1), 5–18. https://doi.org/https://doi.org/10.1002/jrsm.1230
- *Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L., Smith, R., Inge, C., & Strom, R. E. (2007). The impact of video streaming on mathematics performance. Communication Education, 56(2), 134–144. https://doi.org/https://doi.org/10.1080/03634520601071801
- *Bottge, B. A., Grant, T. S., Stephens, A. C., & Rueda, E. (2010). Advancing the math skills of middle school students in technology education classrooms. NASSP Bulletin, 94(2), 81–106. https://doi.org/https://doi.org/10.1177/0192636510379902
- *Bottge, B. A., Heinrichs, M., Mehta, Z. D., & Hung, Y.-H. (2002). Weighing the benefits of anchored math instruction for students with disabilities in general education classes. The Journal of Special Education, 35(4), 186–200. https://doi.org/https://doi.org/10.1177/002246690203500401
- *Bottge, B. A., Ma, X., Gassaway, L., Toland, M. D., Butler, M., & Cho, S. J. (2014). Effects of blended instructional models on math performance. Exceptional Children, 80(4), 423–437. https://doi.org/https://doi.org/10.1177/0014402914527240
- *Bottge, B. A., Rueda, E., LaRoque, P. T., Serlin, R. C., & Kwon, J. (2007). Integrating reform-oriented math instruction in special education settings. Learning Disabilities Research & Practice, 22(2), 96–109. https://doi.org/https://doi.org/10.1111/j.1540-5826.2007.00234.x
- Breiman, L. (2001). Random forests. Machine Learning, 45(1), 5–32. https://doi.org/https://doi.org/10.1023/A:1010933404324
- Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., & Chavez, M. (2008). Mathematics intervention for first- and second-grade students with mathematics difficulties: The effects of Tier 2 intervention delivered as booster lessons. Remedial and Special Education, 29(1), 20–32. https://doi.org/https://doi.org/10.1177/0741932507309712
- *Bryant, D. P., Bryant, B. R., Roberts, G., Vaughn, S., Pfannenstiel, K. H., Porterfield, J., & Gersten, R. (2011). Early numeracy intervention program for first-grade students with mathematics difficulties. Exceptional Children, 78(1), 7–23. https://doi.org/https://doi.org/10.1177/001440291107800101
- *Burghardt, M. D., Lauckhardt, J., Kennedy, M., Hecht, D., & McHugh, L. (2015). The effects of a mathematics infusion curriculum on middle school student mathematics achievement. School Science and Mathematics, 115(5), 204–215. https://doi.org/https://doi.org/10.1111/ssm.12123
- *Cabalo, J. V., Ma, B., & Jaciw, A. (2007). Comparative effectiveness of Carnegie Learning's Cognitive Tutor Bridge to Algebra curriculum: A report of a randomized experiment in the Maui School District. Empirical Education Inc.
- Calcagno, J. C., & Long, B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance (Working Paper 14194). National Bureau of Economic Research. http://www.nber.org/papers/w14194.pdf
- *Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111(3), 430–454. https://doi.org/https://doi.org/10.1086/657654
- *Campuzano, L., Dynarski, M., Agodini, R., & Rall, K. (2009). Effectiveness of reading and mathematics software products: Findings from two student cohorts (NCEE 2009-4041). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Canty, A., & Ripley, B. (2020). boot: Bootstrap R (S-Plus) functions. R Package Version, 1, 3–25.
- *Cardelle-Elawar, M. (1995). Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education, 11(1), 81–95. https://doi.org/https://doi.org/10.1016/0742-051X(94)00019-3
- *Carr, M., Taasoobshirazi, G., Stroud, R., & Royer, J. M. (2011). Combined fluency and cognitive strategies instruction improves mathematics achievement in early elementary school. Contemporary Educational Psychology, 36(4), 323–333. https://doi.org/https://doi.org/10.1016/j.cedpsych.2011.04.002
- Carter, E. C., Schönbrodt, F. D., Gervais, W. M., & Hilgard, J. (2019). Correcting for bias in psychology: A comparison of meta-analytic methods. Advances in Methods and Practices in Psychological Science, 2(2), 115–144. https://doi.org/https://doi.org/10.1177/2515245919847196
- *Cary, M. S., Doabler, C., Clarke, B., Fien, H., Baker, S. K., & Jungjohann, K. J. (2013, March). Evaluating the promise of the FUSION Tier 2 mathematics intervention [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
- *Cates, G. L., & Skinner, C. H. (2000). Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure. Psychology in the Schools, 37(4), 339–347.
- *Cavalluzzo, L., Geraghty, T. M., Steele, J. L., & Alexander, J. K. (2013, September). Using data to inform decisions: How teachers use data to inform practice and improve student performance in mathematics [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Cavalluzzo, L., Geraghty, T. M., Steele, J. L., Holian, L., Jenkins, F., Alexander, J. M., & Yamasaki, K. Y. (2014). Using data to inform decisions: How teachers use data to inform practice and improve student performance in mathematics. Results from a Randomized Experiment of Program Efficacy (IRM-2013-U-006508). CNA Corporation.
- *Cavalluzzo, L., Lowther, D., Mokher, C., & Fan, X. (2012). Effects of the Kentucky Virtual Schools’ hybrid program for Algebra I on Grade 9 student math achievement (NCEE 2012-4020). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://ies.ed.gov/ncee/edlabs/regions/appalachia/pdf/20124020.pdf
- Change the Equation. (2015). Solving the diversity dilemma: Changing the face of the STEM workforce. Author. http://changetheequation.org/sites/default/files/2015%20Solving%20the%20Diversity%20Dilemma%20FINAL%206.2015.pdf
- *Chase, K. N. P. (2016). Building algebra one Giant Step at a time: Toward a reverse-scaffolding pedagogical approach for fostering subjective transparency through engineering levels of interaction with a technological learning environment [Doctoral dissertation]. https://escholarship.org/uc/item/3j00n1v0
- *Cheng, Y., & Mix, K. S. (2014). Spatial training improves children's mathematics ability. Journal of Cognition and Development, 15(1), 2–11. https://doi.org/https://doi.org/10.1080/15248372.2012.725186
- Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/https://doi.org/10.1016/j.edurev.2013.01.001
- Cheung, A. C. K., & Slavin, R. E. (2016). How methodological features affect effect sizes in education. Educational Researcher, 45(5), 283–292. https://doi.org/https://doi.org/10.3102/0013189X16656615
- *Cho, S., Yang, J., & Mandracchia, M. (2015). Effects of M3 curriculum on mathematics and English proficiency achievement of mathematically promising English language learners. Journal of Advanced Academics, 26(2), 112–142. https://doi.org/https://doi.org/10.1177/1932202X15577205
- *Clark, C. T. (2012). The development of embodied representations of numerical understanding through gameplay [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 3532452). http://search.proquest.com/docview/1163706162
- *Clark, T. F., Arens, S. A., & Stewart, J. (2015). March). Efficacy study of a pre-algebra supplemental program in rural Mississippi: Preliminary findings [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
- *Clarke, B., Baker, S., Smolkowski, K., Doabler, C., Cary, M. S., & Fien, H. (2015). Investigating the efficacy of a core kindergarten mathematics curriculum to improve student mathematics learning outcomes. Journal of Research on Educational Effectiveness, 8(3), 303–324. https://doi.org/https://doi.org/10.1080/19345747.2014.980021
- *Clarke, B., Doabler, C. T., Cary, M. S., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. (2014). Preliminary evaluation of a Tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities. School Psychology Review, 43(2), 160–177. https://doi.org/https://doi.org/10.1080/02796015.2014.12087442
- *Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443–494. https://doi.org/https://doi.org/10.3102/0002831207312908
- *Clements, D. H., Sarama, J., Layzer, C., Unlu, F., Wolfe, C. B., & Spitler, M. E. (2013, March). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects three years after treatment [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Clements, D. H., Sarama, J., Layzer, C., Unlu, F., Wolfe, C. B., Spitler, M. E., & Weiss, D. (2016). March). Effects of TRIAD on mathematics achievement: Long-term impact [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Clements, D. H., Sarama, J., Spitler, M. E., Lange, A. A., & Wolfe, C. B. (2011). Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education, 42(2), 127–166. https://doi.org/https://doi.org/10.5951/jresematheduc.42.2.0127
- *Clements, D. H., Sarama, J., Spitler, M. E., & Wolfe, C. B. (2011, March). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Mechanisms of persistence of effects [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2013). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies: Persistence of effects in the third year. American Educational Research Journal, 50(4), 812–850. https://doi.org/https://doi.org/10.3102/0002831212469270
- *Codding, R. S., VanDerHeyden, A. M., Martin, R. J., Desai, S., Allard, N., & Perrault, L. (2016). Manipulating treatment dose: Evaluating the frequency of a small group intervention targeting whole number operations. Learning Disabilities Research & Practice, 31(4), 208–220. https://doi.org/https://doi.org/10.1111/ldrp.12120
- *Cole, C. A. (2008). Ten weeks of academic intervention designed to improve math word problem solving among middle school students: Effects of a randomized pilot study [Unpublished doctoral dissertation]. University of South Carolina, Columbia, SC.
- Coles, C. D., Kable, J. A., & Taddeo, E. (2009). Math performance and behavior problems in children affected by prenatal alcohol exposure: Intervention and follow-up. Journal of Developmental and Behavioral Pediatrics, 30(1), 7–15.
- Cooper, H., & Patall, E. A. (2009). The relative benefits of meta-analysis conducted with individual participant data versus aggregated data. Psychological Methods, 14(2), 165–176. https://doi.org/https://doi.org/10.1037/a0015565
- *Courtright, C. A. (2017). Integrating reading into math instruction to increase academic achievement of English language learners [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 10179211).
- *Cramer, K. A., Post, T. R., & Delmas, R. C. (2002). Initial fraction learning by fourth-and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33(2), 111–144. https://doi.org/https://doi.org/10.2307/749646
- *Cressey, J., & Ezbicki, K. (2008). Improving automaticity with basic addition facts: Do taped problems work faster than cover, copy, compare? NERA Conference Proceedings 2008, 12. http://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1003&context=nera_2008
- Cronbach, L. J. (1982). Designing evaluations of educational and social programs (1st ed.). Jossey-Bass.
- Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A. M. (2017). Academic interventions for elementary and middle school students with low socioeconomic status: A systematic review and meta-analysis. Review of Educational Research, 87(2), 243–282. https://doi.org/https://doi.org/10.3102/0034654316687036
- *Doabler, C. T., Clarke, B., Kosty, D. B., Baker, S. K., Smolkowski, K., & Fien, H. (2016). Effects of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners. School Psychology Review, 45(3), 343–361. https://doi.org/https://doi.org/10.17105/SPR45-3.343-361
- *Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano , Means , Sussex, W. (2007). Effectiveness of reading and mathematics software products: Findings from the first student cohort (NCEE 2007-4005). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Dyson, N., Jordan, N. C., Beliakoff, A., & Hassinger-Das, B. (2015). A kindergarten number-sense intervention with contrasting practice conditions for low-achieving children. Journal for Research in Mathematics Education, 46(3), 331–370. https://doi.org/https://doi.org/10.5951/jresematheduc.46.3.0331
- *Dyson, N. I. (2011). A number sense intervention for urban kindergartners at risk for mathematics difficulties [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 3465744).
- *Eno, J., & Heppen, J. (2014). September). Targeting summer credit recovery: Heterogeneity of treatment effects and gaps between credit recovery students and “on track” students over time [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
- *eSchool News (2004, August 1). Classroom instruction: Video on demand boosts students' math scores. eSchool News.
- *Falco, L. D. (2008). “Skill-builders”: Enhancing middle school students' self-efficacy and adaptive learning strategies in mathematics [Unpublished doctoral dissertation]. The University of Arizona, Tucson, AZ.
- Fayer, S., Lacey, A., & Watson, A. (2017). STEM occupations: Past, present, and future. U.S. Bureau of Labor Statistics. https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf
- *Fede, J. L., Pierce, M. E., Matthews, W. J., & Wells, C. S. (2013). The effects of a computer-assisted, schema-based instruction intervention on word problem-solving skills of low-performing fifth grade students. Journal of Special Education Technology, 28(1), 9–21. https://doi.org/https://doi.org/10.1177/016264341302800102
- *Fien, H., Doabler, C. T., Nelson, N. J., Kosty, D. B., Clarke, B., & Baker, S. K. (2016). An examination of the promise of the NumberShire level 1 gaming intervention for improving student mathematics outcomes. Journal of Research on Educational Effectiveness, 9(4), 635–661. https://doi.org/https://doi.org/10.1080/19345747.2015.1119229
- *Fisher, K. R. (2010). Exploring the mechanisms of guided play in preschoolers' developing geometric shape concepts [Unpublished doctoral dissertation]. Temple University, Philadelphia, PA.
- *Fede, J. L. (2010). The effects of GO Solve Word Problems mathematics intervention on applied problem solving skills of low performing fifth grade students [Doctoral dissertation]. http://scholarworks.umass.edu/open_access_dissertations/236
- *Foreman, J. L., & Gubbins, E. J. (2015). Teachers see what ability scores cannot: Predicting student performance with challenging mathematics. Journal of Advanced Academics, 26(1), 5–23. https://doi.org/https://doi.org/10.1177/1932202X14552279
- Frykholm, J. A., & Meyer, M. (2002). Integrated instruction: Is it science? Is It Mathematics? Mathematics Teaching in Middle School, 7(9), 502–508.
- *Fuchs, D., Fuchs, L. S., & Fernstrom, P. (1993). A conservative approach to special education reform: Mainstreaming through transenvironmental programming and curriculum-based measurement. American Educational Research Journal, 30(1), 149–177. https://doi.org/https://doi.org/10.3102/00028312030001149
- *Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), 493–513. https://doi.org/https://doi.org/10.1037/0022-0663.97.3.493
- *Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Stecker, P. M. (1991). Effects of curriculum-based measurement and consultation on teacher planning and student achievement in mathematics operations. American Educational Research Journal, 28(3), 617–641. https://doi.org/https://doi.org/10.3102/00028312028003617
- *Fuchs, L. S., Fuchs, D., & Karns, K. (2001). Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies. The Elementary School Journal, 101(5), 495–510. https://doi.org/https://doi.org/10.1086/499684
- *Fuchs, L. S., Fuchs, D., & Prentice, K. (2004). Responsiveness to mathematical problem-solving instruction: Comparing students at risk of mathematics disability with and without risk of reading disability. Journal of Learning Disabilities, 37(4), 293–306.
- *Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K. (2003). Enhancing third-grade students' mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306–315. https://doi.org/https://doi.org/10.1037/0022-0663.95.2.306
- *Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., Hamlett, C. L., Jordan, N. C., Siegler, R. S., Gersten, R., & Changas, P. (2016). Supported self-explaining during fraction intervention. Journal of Educational Psychology, 108(4), 493–508. https://doi.org/https://doi.org/10.1037/edu0000073
- Fuchs, L. S., Newman-Gonchar, R., Schumacher, R., Dougherty, B., Bucka, N., Karp, K. S., & Morgan, S. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades (WWC 2021-006). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Science, U.S. Department of Education. https://eric.ed.gov/?id=ED611018
- *Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., Hamlett, C. L., & Zumeta, R. O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101(3), 561–576. https://doi.org/https://doi.org/10.1037/a0014701
- *Fuchs, L. S., Schumacher, R. F., Long, J., Namkung, J., Hamlett, C. L., Cirino, P. T., Jordan, N. C., Siegler, R., Gersten, R., & Changas, P. (2013). Improving at-risk learners' understanding of fractions. Journal of Educational Psychology, 105(3), 683–700. https://doi.org/https://doi.org/10.1037/a0032446
- *Fuchs, L. S., Zumeta, R. O., Schumacher, R. F., Powell, S. R., Seethaler, P. M., Hamlett, C. L., & Fuchs, D. (2010). The effects of schema-broadening instruction on second graders' word-problem performance and their ability to represent word problems with algebraic equations: A randomized control study. The Elementary School Journal, 110(4), 440–463. https://doi.org/https://doi.org/10.1086/651191
- *Fyfe, E. R. (2016). Providing feedback on computer-based algebra homework in middle-school classrooms. Computers in Human Behavior, 63, 568–574. https://doi.org/https://doi.org/10.1016/j.chb.2016.05.082
- *Fyfe, E. R., & Rittle-Johnson, B. (2016). The benefits of computer-generated feedback for mathematics problem solving. Journal of Experimental Child Psychology, 147, 140–151.
- *Garet, M. S., Heppen, J. B., Walters, K., Parkinson, J., Smith, T. M., Song, M., …Borman, G. D. (2016). Focusing on mathematical knowledge: The impact of content-intensive teacher professional development (NCEE 2016-4010). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. https://files.eric.ed.gov/fulltext/ED569154.pdf
- *Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Eaton, M., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., Doolittle, F., & Warner, E. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation (NCEE 2011-4024). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Garet, M. S., Wayne, A. J., Stancavage, F., Taylor, J., Walters, K., Song, M., Brown, S., Hurlburt, S., Zhu, P., Sepanik, S., Doolittle, F., & Warner, E. (2010). Middle school mathematics professional development impact study: Findings after the first year of implementation (NCEE 2010-4009). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Gavin, M. K., Casa, T. M., Firmender, J. M., & Carroll, S. R. (2013). The impact of advanced geometry and measurement curriculum units on the mathematics achievement of first-grade students. Gifted Child Quarterly, 57(2), 71–84. https://doi.org/https://doi.org/10.1177/0016986213479564
- Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202–1242. https://doi.org/https://doi.org/10.3102/0034654309334431
- *Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015). Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial. American Educational Research Journal, 52(3), 516–546. https://doi.org/https://doi.org/10.3102/0002831214565787
- *Green, K. B. (2014). The effects of the integration of mathematics within children's literature on early numeracy skills of young children with disabilities [Doctoral dissertation]. http://scholarworks.gsu.edu/epse_diss/93
- *Griesser, S. A. (2001). A study of the problem solving abilities of seventh grade students who receive anchored problem solving instruction [Master's thesis]. https://files.eric.ed.gov/fulltext/ED456040.pdf
- *Gubbins, E. J., McCoach, D. B., Foreman, J. L., Gilson, C. M., Bruce-Davis, M. N., Rubenstein, L. D., Savino, J., Rambo, K, & Waterman, C. (2013). What works in gifted education mathematics study: Impact of pre-differentiated and enriched curricula on general education teachers and their students (RM13242). National Research Center on the Gifted and Talented.
- *Harger, J. T. (2007). An investigation of fourth graders' conceptual understanding of and procedural fluency with rational numbers [Unpublished doctoral dissertation]. University of Missouri, St. Louis, MO.
- Hedges, L. V. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107–128. https://doi.org/https://doi.org/10.3102/10769986006002107
- Hedges, L. V. (2007). Effect sizes in cluster-randomized designs. Journal of Educational and Behavioral Statistics, 32(4), 341–370. https://doi.org/https://doi.org/10.3102/1076998606298043
- Hedges, L. V. (2011). Effect sizes in three-level cluster-randomized experiments. Journal of Educational and Behavioral Statistics, 36(3), 346–380. https://doi.org/https://doi.org/10.3102/1076998610376617
- Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. Academic Press.
- Hedges, L. V., & Pigott, T. D. (2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9(4), 426–445.
- *Hegedus, S. J., Dalton, S., & Tapper, J. R. (2015). The impact of technology-enhanced curriculum on learning advanced algebra in U.S. high school classrooms. Educational Technology Research and Development, 63(2), 203–228. https://doi.org/https://doi.org/10.1007/s11423-015-9371-z
- *Hegedus, S. J., Tapper, J., & Dalton, S. (2016). Exploring how teacher-related factors relate to student achievement in learning advanced algebra in technology-enhanced classrooms. Journal of Mathematics Teacher Education, 19(1), 7–32. https://doi.org/https://doi.org/10.1007/s10857-014-9292-5
- *Heller, J. I., Curtis, D. A., Rabe-Hesketh, S., & Verboncoeur, C. J. (2007). The effects of Math Pathways and Pitfalls on students' mathematics achievement: National Science Foundation final report. National Science Foundation. https://files.eric.ed.gov/fulltext/ED498258.pdf
- Hempel, S., Miles, J. N., & Booth, M. J. (2013). Risk of bias: A simulation study of power to detect study-level moderator effects in meta-analysis. Systematic Review, 2, 107. https://doi.org/https://doi.org/10.1186/2046-4053-2-107
- *Henderson, R. W., & Landesman, E. M. (1995). Effects of thematically integrated mathematics instruction on students of Mexican descent. The Journal of Educational Research, 88(5), 290–300. https://doi.org/https://doi.org/10.1080/00220671.1995.9941313
- *Heppen, J. (2012). Broadening access to Algebra I: The impact on eight graders taking an online course. American Institutes for Research.
- *Heppen, J., Allensworth, E., Walters, K., Pareja, A. S., Kurki, A., Nomi, T., & Sorensen, N. (2012). March). Efficacy of online Algebra I for credit recovery for at-risk ninth-grade students: Evidence from Year 1 [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Heppen, J., & Sorensen, N. (2014, September). Study design and impact results [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Heppen, J. B., Sorensen, N., Allensworth, E., Walters, K., Rickles, J., Taylor, S. S., & Michelman, V. (2017). The struggle to pass algebra: Online versus face-to-face credit recovery for at-risk urban students. Journal of Research on Educational Effectiveness, 10(2), 272–296. https://doi.org/https://doi.org/10.1080/19345747.2016.1168500
- *Heppen, J. B., Walters, K., Clements, M., Faria, A. M., Tobey, C., Sorensen, N., & Culp, K. (2011). Access to Algebra I: The effects of online mathematics for Grade 8 students (NCEE 2012-4021). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Hinojosa, T., Miller, S., Swanlund, A., Hallberg, K., Brown, M., & O'Brien, B. (2009). The Stock Market Game™ study: Final report. Learning Point Associates. https://www.stockmarketgame.org/assets/pdf/2009%20Learning%20Point%20Study%20Full%20Report.pdf
- *Hinojosa, T., Miller, S., Swanlund, A., Hallberg, K., Brown, M., & O'Brien, B. (2019). March). The impact of The Stock Market Game on financial literacy and mathematics achievement: Results from a national randomized controlled trial [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Hohn, R. L., & Frey, B. (2002). Heuristic training and performance in elementary mathematical problem solving. The Journal of Educational Research, 95(6), 374–380. https://doi.org/https://doi.org/10.1080/00220670209596612
- *Hoshiko, B., Jaciw, A., Ma, B., Miller, G. I., & Wei, X. (2007). Comparative effectiveness of the Texas Instruments TI-NavigatorTM] Year 2 report of randomized experiments in the East Side Union High School and San Diego Unified School District (Research Report). Empirical Education Inc.
- *Hua, Y., Woods-Groves, S., Kaldenberg, E. R., Lucas, K. G., & Therrien, W. J. (2015). Effects of the TIP strategy on problem solving skills of young adults with intellectual disability. Education and Training in Autism and Developmental Disabilities, 50(1), 31–42.
- *Hunt, J. H. (2011). The effects of a ratio-based teaching sequence on performance in fraction equivalency for students with mathematics disabilities. Electronic Theses and Dissertations, 2004–2019 (1941). https://stars.library.ucf.edu/etd/1941
- *Hutchings, L., Young, C., Almasude, A., McCuaig, S., & Bishara, M. (2006). The rapid acceleration of basic mathematical skills in disadvantaged children: Implementing and assessing an alternative multiplication algorithm. International Journal of Learning, 12(10), 308–317.
- *Ikemoto, G. S., Steele, J. L., & Pane, J. E. (2016). Poor implementation of learner-centered practices: A cautionary tale. Teachers College Record: The Voice of Scholarship in Education, 118(13), 1–34. https://doi.org/https://doi.org/10.1177/016146811611801309
- IntHout, J., Ioannidis, J. P., Rovers, M. M., & Goeman, J. J. (2016). Plea for routinely presenting prediction intervals in meta-analysis. BMJ Open, 6(7), e010247. https://doi.org/https://doi.org/10.1136/bmjopen-2015-010247
- *Irving, K. E., Pape, S. J., Owens, D. T., Abrahamson, L., Silver, D., & Sanalan, V. A. (2016). Classroom connectivity and Algebra I achievement: A three-year longitudinal study. Journal of Computers in Mathematics and Science Teaching, 35(2), 131–151.
- *Iseman, J. S., & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities, 44(2), 184–195.
- *Jabagchourian, J. J. (2008). Incremental changes in children's multi-digit number representations and arithmetic procedures: Linking strategies and concepts in early mathematics [Unpublished doctoral dissertation]. University of California at Santa Barbara, Santa Barbara, CA.
- *Jaciw, A. P., Cabalo, J. V., & Vu, M. (2007). Comparative effectiveness of Carnegie Learning's Cognitive Tutor Algebra I curriculum: A report of a randomized experiment in the Maui School District. Empirical Education Inc.
- *Jaciw, A. P., Hegseth, W. M., Lin, L., Toby, M., Newman, D., Ma, B., & Zacamy, J. (2016). Assessing impacts of Math in Focus, a “Singapore Math” program. Journal of Research on Educational Effectiveness, 9(4), 473–502. https://doi.org/https://doi.org/10.1080/19345747.2016.1164777
- *Jaciw, A. P., Hegseth, W., & Toby, M. (2015, March). Assessing impacts of Math in Focus, a “Singapore Math” program for American schools [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
- *Jaciw, A. P., Toby, M., & Ma, B. (2012, September). Conditions for the effectiveness of a tablet-based algebra program [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Jaciw, A., Toby, M., Ma, B., Lai, G., & Lin, L. (2012). Measuring the average impact of an iPad algebra program: A report of findings from an RCT in four school districts considering one as a special case (Empirical Education Rep. No. Empirical_Fuse120330-FR1-YR1_O.3). Empirical Education Inc. https://www.empiricaleducation.com/pdfs/FuseFR.pdf
- *Jackson, C. K., & Makarin, A. (2017). Can online off-the-shelf lessons improve student outcomes? Evidence from a field experiment (Paper No. 22398). National Bureau of Economic Research. https://www.nber.org/papers/w22398.pdf
- *Jacob, R. H., Hill, H., & Corey, D. (2017). The impact of a professional development program on teachers' mathematical knowledge for teaching, instruction, and student achievement. Journal of Research on Educational Effectiveness, 10(2), 379–407. https://doi.org/https://doi.org/10.1080/19345747.2016.1273411
- *Jacobs, V. R., Franke, M. L., Carpenter, T. P., Levi, L., & Battey, D. (2007). Professional development focused on children's algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38(3), 258–288. https://doi.org/https://doi.org/10.2307/30034868
- *Jayanthi, M., Gersten, R., Taylor, M. J., Smolkowski, K., & Dimino, J. (2017). Impact of the Developing Mathematical Ideas professional development program on Grade 4 students’ and teachers’ understanding of fractions (REL 2017–256). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. http://ies.ed.gov/ncee/edlabs
- *Jennings, C. M., Jennings, J. E., Richey, J., & Dixon-Krauss, L. (1992). Increasing interest and achievement in mathematics through children's literature. Early Childhood Research Quarterly, 7(2), 263–276. https://doi.org/https://doi.org/10.1016/0885-2006(92)90008-M
- *Jiang, Z., White, A., & Rosenwasser, A. (2011). Randomized control trials on the dynamic geometry approach. Journal of Mathematics Education at Teachers College, 2, 8–16.
- *Jitendra, A. K., Dupuis, D. N., Rodriguez, M. C., Zaslofsky, A. F., Slater, S., Cozine-Corroy, K., & Church, C. (2013). A randomized controlled trial of the impact of schema-based instruction on mathematical outcomes for third-grade students with mathematics difficulties. The Elementary School Journal, 114(2), 252–276. https://doi.org/https://doi.org/10.1086/673199
- *Jitendra, A. K., Dupuis, D. N., Star, J. R., & Rodriguez, M. C. (2016). The effects of schema-based instruction on the proportional thinking of students with mathematics difficulties with and without reading difficulties. Journal of Learning Disabilities, 49(4), 354–367.
- *Jitendra, A. K., Harwell, M. R., Karl, S. R., Slater, S. C., Simonson, G. R., & Nelson, G. (2016, March). A replication study to evaluate the effects of schema-based instruction on middle school students' proportional problem-solving performance [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Jitendra, A. K., Star, J. R., Dupuis, D. N., & Rodriguez, M. C. (2013). Effectiveness of schema-based instruction for improving seventh-grade students’ proportional reasoning: A randomized experiment. Journal of Research on Educational Effectiveness, 6(2), 114–136. https://doi.org/https://doi.org/10.1080/19345747.2012.725804
- *Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students’ proportional thinking using schema-based instruction. Learning and Instruction, 21(6), 731–745. https://doi.org/https://doi.org/10.1016/j.learninstruc.2011.04.002
- Jitendra, A. K., Alghamdi, A., Edmunds, R., McKevett, N. M., Mouanoutoua, J., & Roesslein, R. (2021). The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis. Exceptional Children, 87(3), 307–325.
- *Jordan, N. C., Dyson, N., & Glutting, J. (2011, September). Developing number sense in kindergartners at risk for learning disabilities in mathematics [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Jordan, N. C., Glutting, J., Dyson, N., Hassinger-Das, B., & Irwin, C. (2012). Building kindergartners' number sense: A randomized controlled study. Journal of Educational Psychology, 104(3), 647–660. https://doi.org/https://doi.org/10.1037/a0029018
- *Kanive, R., Nelson, P. M., Burns, M. K., & Ysseldyke, J. (2014). Comparison of the effects of computer-based practice and conceptual understanding interventions on mathematics fact retention and generalization. The Journal of Educational Research, 107(2), 83–89. https://doi.org/https://doi.org/10.1080/00220671.2012.759405
- *Kariuki, P., & Gentry, C. (2010, November). The effects of accelerated math utilization on grade equivalency score at a selected elementary school [Paper presentation]. Paper presented at the annual conference of the Mid-South Educational Research Association, Mobile, AL. https://files.eric.ed.gov/fulltext/ED513432.pdf
- *Kariuki, P. N., & Humphrey, S. G. (2006, November). The effects of drama on the performance of at-risk elementary math students [Paper presentation]. Paper presented at the annual meeting of the Mid-South Educational Research Association, Birmingham, AL.
- *Kebritchi, M. (2008). Effects of a computer game on mathematics achievement and class motivation: An experimental study [Doctoral dissertation]. http://etd.fcla.edu/CF/CFE0002066/Kebritchi_Mansureh_200805_PhD.pdf
- *Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427–443. https://doi.org/https://doi.org/10.1016/j.compedu.2010.02.007
- *Kellman, P. J., Massey, C., Roth, Z., Burke, T., Zucker, J., Saw, A., Aguerob, K. E., & Wise, J. A. (2008). Perceptual learning and the technology of expertise: Studies in fraction learning and algebra. Pragmatics & Cognition, 16(2), 356–405.
- Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. National Academy Press.
- *King, C. (2012). Achievement gap: The impact of increased engagement [Unpublished doctoral dissertation]. Oklahoma State University, Stillwater, OK.
- *Kisker, E. E., Lipka, J., Adams, B. L., Rickard, A., Andrew-Ihrke, D., Yanez, E. E., & Millard, A. (2012). The potential of a culturally based supplemental mathematics curriculum to improve the mathematics performance of Alaska Native and other students. Journal for Research in Mathematics Education, 43(1), 75–113. https://doi.org/https://doi.org/10.5951/jresematheduc.43.1.0075
- *Klein, A., Starkey, P., Clements, D., Sarama, J., & Iyer, R. (2008). Effects of a pre-kindergarten mathematics intervention: A randomized experiment. Journal of Research on Educational Effectiveness, 1(3), 155–178. https://doi.org/https://doi.org/10.1080/19345740802114533
- *Konstantopoulos, S., Li, W., Miller, S. R., & van der Ploeg, A. (2016). Effects of interim assessments across the achievement distribution: Evidence from an experiment. Educational and Psychological Measurement, 76(4), 587–608. https://doi.org/https://doi.org/10.1177/0013164415606498
- *Konstantopoulos, S., Li, W., Miller, S. R., & van der Ploeg, A. (2017). Do interim assessments reduce the race and SES achievement gaps? The Journal of Educational Research, 110(4), 319–330. https://doi.org/https://doi.org/10.1080/00220671.2015.1103685
- *Konstantopoulos, S., Miller, S. R., & van der Ploeg, A. (2013). The impact of Indiana’s system of interim assessments on mathematics and reading achievement. Educational Evaluation and Policy Analysis, 35(4), 481–499. https://doi.org/https://doi.org/10.3102/0162373713498930
- *Konstantopoulos, S., Miller, S. R., van der Ploeg, A., & Li, W. (2016). Effects of interim assessments on student achievement: Evidence from a large-scale experiment. Journal of Research on Educational Effectiveness, 9(sup1), 188–208. https://doi.org/https://doi.org/10.1080/19345747.2015.1116031
- *Konstantopoulos, S. L., Miller, S., van der Ploeg, A., Li, C.-H., & Traynor, A. (2011, March). The impact of Indiana’s system of diagnostic assessments on mathematics achievement [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Konstantopoulos, S. L., Wei, L., Miller, S., & van der Ploeg, A. (2015, March). Effects of interim assessments on the achievement gap: Evidence from an experiment [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Kosko, K. W., & Ferdig, R. E. (2016). Effects of a tablet-based mathematics application for pre-school children. Journal of Computers in Mathematics and Science Teaching, 35(1), 61–79.
- Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://doi.org/https://doi.org/10.3102/0034654318759268
- Kraft, M. A., & Falken, G. (2021). A blueprint for scaling tutoring across public schools (EdWorkingPaper: 20-335). Annenberg Institute at Brown University.
- *Krawec, J., & Huang, J. (2017). Modifying a research-based problem-solving intervention to improve the problem-solving performance of fifth and sixth graders with and without learning disabilities. Journal of Learning Disabilities, 50(4), 468–480. https://doi.org/https://doi.org/10.1177/0022219416645565
- *Krawec, J., Huang, J., Montague, M., Kressler, B., & de Alba, A. (2013). The effects of cognitive strategy instruction on knowledge of math problem-solving processes of middle school students with learning disabilities. Learning Disability Quarterly, 36(2), 80–92. https://doi.org/https://doi.org/10.1177/0731948712463368
- Kroesbergen, E. H., & Van Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24(2), 97–114. https://doi.org/https://doi.org/10.1177/07419325030240020501
- Kwong, D., & Davis, J. R. (2015). School Climate for Academic Success: A Multilevel Analysis of School Climate and Student Outcomes. Journal of Research in Education, 25(2), 68–81.
- *Lang, L., & LaVenia, M. (2015). MFAS 2012-13 year-long study results. Florida Center for Research in Science, Technology, Engineering, and Mathematics. http://www.cpalms.org/resource/mfas.aspx
- *Lang, L., Schoen, R. C., LaVenia, M., & Oberlin, M. (2014, March). Mathematics formative assessment system—Common core state standards: A randomized field trial in kindergarten and first grade [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- Langdon, D., McKittrick, G., Beede, D., Kahn, B., & Doms, M. (2011). STEM: Good jobs now and for the future (ESA Issue Brief 03-11). U.S. Department of Commerce. https://www.purdue.edu/hhs/hdfs/fii/wp-content/uploads/2015/07/s_iafis04c01.pdf
- *Lavenia, M. (2016). Mathematics formative assessment system: Testing the theory of action based on the results of a randomized field trial [Unpublished doctoral dissertation]. Florida State University, Tallahassee, FL.
- Li, X., Dusseldorp, E., Su, X., & Meulman, J. J. (2020). Multiple moderator meta-analysis using the R-package meta-CART. Behavior Research Methods, 52(6), 2657–2673. https://doi.org/https://doi.org/10.3758/s13428-020-01360-0
- Li, Q., & Ma, X. (2010). A meta-analysis of the effects of computer technology on school students’ mathematics learning. Educational Psychology Review, 22, 213–243. https://doi.org/https://doi.org/10.1007/s10648-010-9125-8
- Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. SAGE.
- *Llorente, C., Pasnik, S., Moorthy, S., Hupert, N., Rosenfeld, D., & Gerard, S. (2015). March). Preschool teachers can use a PBS KIDS transmedia curriculum supplement to support young children's mathematics learning: Results of a randomized controlled trial [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- Lloyd, J. D. (2013, January 1). Effects of mathematics interventions on elementary students’ math skills: A meta-analysis. University of California, Riverside. http://escholarship.org/uc/item/03m529ts
- *Loehr, A. M., & Rittle-Johnson, B. (2017). Putting the “th” in tenths: Providing place-value labels helps reveal the structure of our base-10 numeral system. Journal of Cognition and Development, 18(2), 226–245. https://doi.org/https://doi.org/10.1080/15248372.2016.1243118
- *Lonigan, C. J., Phillips, B. M., Clancy, J. L., Landry, S. H., Swank, P. R., Assel, M., Taylor, H. B., Klein, A., Starkey, P., Domitrovich, C. E., Eisenberg, N., de Villiers, J., de Villiers, P., & Barnes, M. (2015). Impacts of a comprehensive school readiness curriculum for preschool children at risk for educational difficulties. Child Development, 86(6), 1773–1793. https://doi.org/https://doi.org/10.1111/cdev.12460
- *Lore, M. D., Wang, A. H., & Buckley, M. T. (2016). Effectiveness of a parent-child home numeracy intervention on urban Catholic school first grade students. Journal of Catholic Education, 19(3), 142–165. https://doi.org/https://doi.org/10.15365/joce.1903082016
- *Ludwig, M., & Song, M. (2016). Evaluation of professional development in the use of arts-integrated activities with mathematics content: Findings from the evaluation of the Wolf Trap arts in education model development and dissemination grant. American Institutes for Research.
- Lynch, K., Hill, H. C., Gonzalez, K. E., & Pollard, C. (2019). Strengthening the research base that informs STEM instructional improvement efforts: A meta-analysis. Educational Evaluation and Policy Analysis, 41(3), 260–293. https://doi.org/https://doi.org/10.3102/0162373719849044
- *Lynch, K., & Kim, J. S. (2017). Effects of a summer mathematics intervention for low-income children: A randomized experiment. Educational Evaluation and Policy Analysis, 39(1), 31–53. https://doi.org/https://doi.org/10.3102/0162373716662339
- *Martin, T. B., Brasiel, S. J., Turner, H., & Wise, J. C. (2012). Effects of the Connected Mathematics Project 2 (CMP2) on the mathematics achievement of Grade 6 students in the mid-Atlantic region (NCEE 2012-4017). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Mathur, M. B., & VanderWeele, T. J. (2019). New metrics for meta-analyses of heterogeneous effects. Statistics in Medicine, 38(8), 1336–1342. https://doi.org/https://doi.org/10.1002/sim.8057
- Mathur, M. B., & VanderWeele, T. J. (2020). Sensitivity analysis for publication bias in meta‐analyses. Journal of the Royal Statistical Society: Series C (Applied Statistics), 69(5), 1091–1119. https://doi.org/https://doi.org/10.1111/rssc.12440
- *Mattera, S. K., & Morris, P. A. (2017). Counting on early math skills: Preliminary kindergarten impacts of the Making Pre-K Count and High 5s programs. MDRC. https://www.mdrc.org/sites/default/files/Making_Pre-K_Count_Brief.pdf
- *McClung, L. W. (1998). A study on the use of manipulatives and their effect on student achievement in a high school Algebra I class [Unpublished master's thesis]. Salem-Teikyo University, Salem, WV.
- *McCoach, D. B., Gubbins, E. J., Foreman, J., Rambo, K. E., & Rubenstein, L. D. (2013, March). Evaluating the efficacy of using predifferentiated and enriched mathematics curricula for Grade 3 students [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *McCoach, D. B., Gubbins, E. J., Foreman, J., Rubenstein, L. D., & Rambo-Hernandez, K. E. (2014). Evaluating the efficacy of using predifferentiated and enriched mathematics curricula for Grade 3 students: A multisite cluster-randomized trial. Gifted Child Quarterly, 58(4), 272–286. https://doi.org/https://doi.org/10.1177/0016986214547631
- *McNeil, N. M., Fyfe, E. R., & Dunwiddie, A. E. (2015). Arithmetic practice can be modified to promote understanding of mathematical equivalence. Journal of Educational Psychology, 107(2), 423–436. https://doi.org/https://doi.org/10.1037/a0037687
- *McNeil, N. M., Fyfe, E. R., Petersen, L. A., Dunwiddie, A. E., & Brletic-Shipley, H. (2011). Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence. Child Development, 82(5), 1620–1633.
- *Miller, G. I., Jaciw, A., Hoshiko, B., & Wei, X. (2007). Comparative effectiveness of TI-84 graphing calculators on Algebra I and geometry outcomes: A report of randomized experiments in the East Side Union High School District and San Diego Unified School District. Empirical Education Inc. https://www.empiricaleducation.com/pdfs/TIfr.pdf
- *Montague, M., Krawec, J., Enders, C., & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469–481. https://doi.org/https://doi.org/10.1037/a0035176
- *Morris, P. A., Mattera, S. K., & Maier, M. F. (2016). Making pre-K count: Improving math instruction in New York City. MDRC. https://www.mdrc.org/sites/default/files/Making_Pre-K_Count_FR.pdf
- National Center for Education Statistics. (2020). NAEP: What does the NAEP civics assessment measure? U.S. Department of Education, National Assessment of Educational Progress. https://nces.ed.gov/nationsreportcard/civics/whatmeasure.aspx
- National Center for Education Statistics. (2021). National Assessment of Educational Progress (NAEP), various years, 1990–2019. Author. https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=12
- National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Author. https://www.edreform.com/wp-content/uploads/2013/02/A_Nation_At_Risk_1983.pdf
- National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Author.
- National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Author.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Author.
- National Council of Teachers of Mathematics. (2007). Curriculum focal points for prekindergarten through Grade 8 mathematics: A quest for coherence. Author.
- National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Authors.
- National Science and Technology Council. (2013). Federal science, technology, engineering and mathematics (STEM) education: 5-Year strategic plan. Author. https://www.whitehouse.gov/sites/default/files/microsites/ostp/stem_stratplan_2013.pdf
- National Science and Technology Council. (2018). Charting a course for success: America’s strategy for STEM education. Author. https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf
- *Nelson, P. M., Burns, M. K., Kanive, R., & Ysseldyke, J. E. (2013). Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency. Journal of School Psychology, 51(6), 659–667. https://doi.org/https://doi.org/10.1016/j.jsp.2013.08.003
- Nelson, G., & McMaster, K. L. (2019). The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis. Journal of Educational Psychology, 111(6), 1001–1022. https://doi.org/https://doi.org/10.1037/edu0000334
- *Newman, D. F., Pamela, B., Bell, S., Turner, H., Jaciw, A. P., Zacamy, J. L., & Gould, L. F. (2012). Evaluation of the effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) (NCEE 2012-4008). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- Nickow, A. J., Oreopoulos, P., & Quan, V. (2020). The impressive effects of tutoring on PreK-12 learning: A systematic review and meta-analysis of the experimental evidence (EdWorkingPaper: 20-267). Annenberg Institute at Brown University. https://doi.org/https://doi.org/10.26300/eh0c-pc52
- *Nishida, T. K. (2008). The use of manipulatives to support children's acquisition of abstract math concepts. Dissertation Abstracts International: Section B: The Sciences and Engineering, 69(1-B), 718.
- Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257. https://doi.org/https://doi.org/10.3102/01623737026003237
- *Omniewski, R. A., & Habursky, B. (1999). Does arts infusion make a difference? The effect of an arts infusion approach on mathematics achievement. Contributions to Music Education, 25(2), 38–50.
- *Orabuchi, I. I. (1992). Effects of using interactive CAI on primary grade students' higher-order thinking skills: Inferences, generalizations, and math problem solving [Unpublished doctoral dissertation]. Texas Woman's University.
- Organisation for Economic Co-operation and Development. (2021). Mathematics performance (PISA) (indicator). https://doi.org/https://doi.org/10.1787/04711c74-en
- *Owen, R. L., & Fuchs, L. S. (2002). Mathematical problem-solving strategy instruction for third-grade students with learning disabilities. Remedial and Special Education, 23(5), 268–278. https://doi.org/https://doi.org/10.1177/07419325020230050201
- *Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2014). Effectiveness of Cognitive Tutor Algebra I at scale. Educational Evaluation and Policy Analysis, 36(2), 127–144. https://doi.org/https://doi.org/10.3102/0162373713507480
- *Pane, J. F., McCaffrey, D. F., Ikemoto, G. S., Steele, J. L., & Slaughter, M. E. (2009, March). Results from a randomized efficacy trial of Cognitive Tutor Geometry [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Pane, J. F., McCaffrey, D. F., Slaughter, M. E., Steele, J. L., & Ikemoto, G. S. (2010). An experiment to evaluate the efficacy of Cognitive Tutor Geometry. Journal of Research on Educational Effectiveness, 3(3), 254–281. https://doi.org/https://doi.org/10.1080/19345741003681189
- *Pape, S. J., Irving, K. E., Owens, D. T., Boscardin, C. K., Sanalan, V. A., Abrahamson, A. L., Kaya, S., Shin, H. S., & Silver, D. (2012). Classroom connectivity in Algebra I classrooms: Results of a randomized control trial. Effective Education, 4(2), 169–189. https://doi.org/https://doi.org/10.1080/19415532.2013.841059
- *Pare-Blagoev , Booth, J., Elliot, A., & Koedinger, K. (2013, September). Using worked example assignments in classroom instruction [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
- *Parlapanides, T. (2009). Effects of a technology treatment on student scores on the standardized Grade 8 Proficiency Assessment (GEPA) in New Jersey [Doctoral dissertation]. https://scholarship.shu.edu/dissertations/387
- *Parr, B., Edwards, M. C., & Leising, J. G. (2009). Selected effects of a curriculum integration intervention on the mathematics performance of secondary students enrolled in an agricultural power and technology course: An experimental study. Journal of Agricultural Education, 50(1), 57–69. https://doi.org/https://doi.org/10.5032/jae.2009.01057
- *Parr, B. A., Edwards, M. C., & Leising, J. G. (2006). Effects of a math-enhanced curriculum and instructional approach on the mathematics achievement of agricultural power and technology students: An experimental study. Journal of Agricultural Education, 47(3), 81–93. https://doi.org/https://doi.org/10.5032/jae.2006.03081
- *Pasnak, R., Hansbarger, A., Dodson, S. L., Hart, J. B., & Blaha, J. (1996). Differential results of instruction at the preoperational/concrete operational transition. Psychology in the Schools, 33(1), 70–83. https://doi.org/https://doi.org/10.1002/(SICI)1520-6807(199601)33:1<70::AID-PITS9>3.0.CO;2-#
- *Pasnik, S., & Llorente, C. (2013). Preschool teachers can use a PBS KIDS transmedia curriculum supplement to support young children's mathematics learning: Results of a randomized controlled trial. A report to the CPB-PBS Ready to Learn Initiative. Education Development Center and SRI International.
- *Pasnik, S., Moorthy, S., Llorente, C., Hupert, N., Dominguez, X., & Silander, M. (2015). Supporting parent-child experiences with PEG + CAT Early Math Concepts. A report to the CPB-PBS Ready to Learn Initiative. Education Development Center and SRI International. http://cct.edc.org/sites/cct.edc.org/files/ms-resources/edc-sri-rtl-peg-math-study-report-2015.pdf
- *Pearson, D. (2004). Working the math: Professional development in the NRCCTE Math-in-CTE project. Techniques: Connecting Education and Careers, 79(6), 22–23.
- *Phelan, J. C., Choi, K., Niemi, D., Vendlinski, T. P., Baker, E. L., & Herman, J. (2012). The Effects of POWERSOURCE assessments on middle-school students' math performance. Assessment in Education: Principles, Policy, and Practice, 19(2), 211–230. https://doi.org/https://doi.org/10.1080/0969594X.2010.532769
- *Phelan, J., Choi, K., Vendlinski, T., Baker, E. L., & Herman, J. L. (2009). The effects of POWERSOURCE© intervention on student understanding of basic mathematical principles (CRESST Report 763). University of California, National Center for Research on Evaluation, Standards, and Student Testing.
- *Phelan, J., Choi, K., Vendlinski, T., Baker, E., & Herman, J. (2011). Differential improvement in student understanding of mathematical principals following formative assessment intervention. The Journal of Educational Research, 104(5), 330–339. https://doi.org/https://doi.org/10.1080/00220671.2010.484030
- Pigott, T. D. (2001). Missing predictors in models of effect size. Evaluation & the Health Professions, 24(3), 277–307. https://doi.org/https://doi.org/10.1177/01632780122034920
- Pigott, T. D. (2012). Missing data in meta-analysis: Strategies and approaches. In Advances in meta-analysis (pp. 79–107). Springer. https://doi.org/https://doi.org/10.1007/978-1-4614-2278-5_7
- *Ploger, D., & Hecht, S. (2009). Enhancing children's conceptual understanding of mathematics through chartworld software. Journal of Research in Childhood Education, 23(3), 267–277. https://doi.org/https://doi.org/10.1080/02568540909594660
- *Powell, S. R., & Driver, M. K. (2015). The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. Learning Disability Quarterly, 38(4), 221–233. https://doi.org/https://doi.org/10.1177/0731948714564574
- *Powell, S. R., Driver, M. K., & Julian, T. E. (2015). The effect of tutoring with nonstandard equations for students with mathematics difficulty. Journal of Learning Disabilities, 48(5), 523–534. https://doi.org/https://doi.org/10.1037/a0028389
- *Powers, S., & Price-Johnson, C. (2007). Evaluation of the Waterford Early Math & Science Program for kindergarten: First-year implementation in five urban low-income schools. Creative Research Associates, Inc.
- *Presser, A. L., Clements, M., Ginsburg, H., & Ertle, B. (2015). Big math for little kids: The effectiveness of a preschool and kindergarten mathematics curriculum. Early Education and Development, 26(3), 399–426. https://doi.org/https://doi.org/10.1080/10409289.2015.994451
- President’s Council of Advisors on Science and Technology. Report to the President: Engage to Excel: Producing One Million New College Graduates with Degrees in Science, Technology, Engineering and Mathematics. (2012). https://obamawhitehouse.archives.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf
- *Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10(1), 116–137. https://doi.org/https://doi.org/10.1080/19345747.2016.1204639
- Pustejovsky, J.E., & Tipton, E. (2021). Meta-analysis with robust variance estimation: Expanding the range of working models. Prevention Science. https://doi.org/https://doi.org/10.1007/s11121-021-01246-3
- Pustejovsky, J. (2017). Pooling clubSandwich results across multiple imputations [Blog post]. https://www.jepusto.com/mi-with-clubsandwich/
- Pustejovsky, J. (2018). clubSandwich: Cluster-robust (sandwich) variance estimators with small-sample corrections (R package version 0.3.2). https://CRAN.R-project.org/package=clubSandwich
- Quartagno, M., Grund, S., & Carpenter, J. (2019). jomo: A flexible package for two-level joint modelling multiple imputation. The R Journal, 11(2), 205–228. https://doi.org/https://doi.org/10.32614/RJ-2019-028
- *Randel, B., Beesley, A. D., Apthorp, H., Clark, T. F., Wang, X., Cicchinelli, L. F., & Williams, J. M. (2011). Classroom assessment for student learning: Impact on elementary school mathematics in the central region (NCEE 2011-4005). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Rast, J. D. (2005). A comparison of learning subjective and traditional probability in middle grades [Doctoral dissertation]. https://scholarworks.gsu.edu/msit_diss/4/
- *Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561–574. https://doi.org/https://doi.org/10.1037/0022-0663.99.3.561
- *Rivera, F. (2015). Effect of instruction and textbook adoption procedures on kindergarten students' learning of the concept of rectangle [Unpublished doctoral dissertation]. The University of Texas-Pan American, Edinburg, TX.
- *Rolfhus, E., Gersten, R., Clarke, B., Decker, L., Wilkins, C., & Dimino, J. (2012). An evaluation of Number Rockets: A Tier 2 intervention for Grade 1 students at risk for difficulties in mathematics (NCEE 2012-4007). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Rolfhus, E., Gersten, R., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2013). March). From efficacy trial to large scale effectiveness trial: A Tier 2 mathematics intervention for first graders with difficulties in mathematics [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
- *Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen, J., & Gallagher, L. P. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal, 47(4), 833–878. https://doi.org/https://doi.org/10.3102/0002831210367426
- *Rutherford, T., Farkas, G., Duncan, G., Burchinal, M., Kibrick, M., Graham, J., Richland, L., Tran, N., Schneider, S., Duran, L., & Martinez, M. E. (2014). A randomized trial of an elementary school mathematics software intervention: Spatial-temporal math. Journal of Research on Educational Effectiveness, 7(4), 358–383. https://doi.org/https://doi.org/10.1080/19345747.2013.856978
- *Rutherford, T., Kibrick, M., Burchinal, M., Richland, L., Conley, A., Osborne, K., Schneider, S., Duran, L., Coulson, A., Antenore, F., Daniels, A., &, Martinez, M. E. (2010, May). Spatial temporal mathematics at scale: An innovative and fully developed paradigm to boost math achievement among all learners [Paper presentation]. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.
- Sahni, S. D., Polanin, J. R., Zhang, Q., Michaelson, L. E., Caverly, S., Polese, M. L., & Yang, J. (2021). A What Works Clearinghouse rapid evidence review of distance learning programs (WWC 2021-005REV). What Works Clearinghouse.
- *Santagata, R., Kersting, N., Givvin, K. B., & Stigler, J. W. (2010). Problem implementation as a lever for change: An experimental study of the effects of a professional development program on students’ mathematics learning. Journal of Research on Educational Effectiveness, 4(1), 1–24. https://doi.org/https://doi.org/10.1080/19345747.2010.498562
- *Sarama, J., Clements, D. H., Starkey, P., Klein, A., & Wakeley, A. (2008). Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies. Journal of Research on Educational Effectiveness, 1(2), 89–119. https://doi.org/https://doi.org/10.1080/19345740801941332
- *Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2012). Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies. Journal of Research on Educational Effectiveness, 5(2), 105–135. https://doi.org/https://doi.org/10.1080/19345747.2011.627980
- Schneider, M. (2021, June 29). To build a STEM workforce, we must invest in education science. But a bill congress is considering doesn’t go far enough. The 74. https://www.the74million.org/article/schneider-to-build-a-stem-workforce-we-must-invest-in-education-science-but-a-bill-congress-is-considering-doesnt-go-far-enough/
- *Schenke, K., Rutherford, T., & Farkas, G. (2014). Alignment of game design features and state mathematics standards: Do results reflect intentions? Computers & Education, 76, 215–224. https://doi.org/https://doi.org/10.1016/j.compedu.2014.03.019
- *Shoemaker, T. L. (2013). Effect of computer-aided instruction on attitude and achievement of fifth grade math students [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 3595355). http://search.proquest.com/docview/1443878124
- *Shults, P. A. (2000). Teaching first grade computation: A comparison of traditional instruction and computer enhanced instruction [Unpublished master's thesis]. Johnson Bible College, Kimberlin Heights, TN.
- *Silander, M., Moorthy, S., Dominguez, X., Hupert, N., Pasnik, S., & Llorente, C. (2016). March). Using digital media at home to promote young children's mathematics learning: Results of a randomized controlled trial [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Silvious, N. B. (2008). Effects of Saxon Math program of instruction on the mathematics achievement of students with learning disabilities in Grades 2 through 8 [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 3363773). https://search.proquest.com/docview/304802200
- Slavin, R. E., Lake, C., Hanley, P., & Thurston, A. (2014). Experimental evaluations of elementary science programs: A best-evidence synthesis. Journal of Research in Science Teaching, 51(7), 870–901. https://doi.org/https://doi.org/10.1002/tea.21139
- *Smith, J. G. (2012). Screen-capture instructional technology: A cognitive tool for blended learning [Unpublished doctoral dissertation]. Saint Mary's College of California, Moraga, CA.
- *Snipes, J., Huang, C.-W., Jaquet, K., & Finkelstein, N. (2015). The effects of the ElevateMath summer program on math achievement and algebra readiness (REL 2015–096). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. http://ies.ed.gov/ncee/edlabs
- *Snipes, J., Huang, C.-W., Jaquet, K., & Finkelstein, N. (2016, March). The effects of the Elevate Math summer program on math achievement and algebra readiness [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Sood, S., & Jitendra, A. K. (2013 Jul-Aug). An exploratory study of a number sense program to develop kindergarten students’ number proficiency. Journal of Learning Disabilities, 46(4), 328–346.
- *Sorensen, C. (2011). Learning with mobile technologies: The use of out-of-class short message system text messaging to support the classroom learning of high school algebra [Unpublished doctoral dissertation]. University of South Florida, Tampa, FL.
- *Spotnitz, S. H. (2001). Intrinsic motivation in students with learning disabilities as examined through computer-based instruction in mathematics [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 3005801).
- *Springer, R., Pugalee, D., & Algozzine, B. (2007). Improving mathematics skills of high school students. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(1), 37–44. https://doi.org/https://doi.org/10.3200/TCHS.81.1.37-44
- *Star, J. R., Pollack, C., Durkin, K., Rittle-Johnson, B., Lynch, K., Newton, K., & Gogolen, C. (2015). Learning from comparison in algebra. Contemporary Educational Psychology, 40, 41–54. https://doi.org/https://doi.org/10.1016/j.cedpsych.2014.05.005
- *Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computational estimation. Journal of Experimental Child Psychology, 102(4), 408–426. https://doi.org/https://doi.org/10.1016/j.jecp.2008.11.004
- *Star, J. R., Rittle-Johnson, B., Durkin, K., Newton, K., Pollack, C., Lynch, K., & Gogolen, C. (2013). March). The impact of a comparison curriculum in Algebra I: A randomized experiment [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- Steenbergen-Hu, S., & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning. Journal of Educational Psychology, 105(4), 970–987. https://doi.org/https://doi.org/10.1037/a0032447
- *Stone, J. R., III, Alfeld, C., & Pearson, D. (2008). Rigor and relevance: Enhancing high school students' math skills through career and technical education. American Educational Research Journal, 45(3), 767–795. https://doi.org/https://doi.org/10.3102/0002831208317460
- *Stone, J. R., III, Alfeld, C., Pearson, D., Lewis, M. V., & Jensen, S. (2005). Building academic skills in context: Testing the value of enhanced math learning in CTE Pilot Study. University of Minnesota, National Research Center for Career and Technical Education. https://files.eric.ed.gov/fulltext/ED497344.pdf
- *Stone, J. R., III, Alfeld, C., Pearson, D., Lewis, M. V., & Jensen, S. (2006). Building academic skills in context: Testing the value of enhanced math learning in CTE. National Dissemination Center for Career and Technical Education. http://files.eric.ed.gov/fulltext/ED493604.pdf
- *Styers, M., & Baird Wilkerson, S. (2011). A final report for the evaluation of Pearson’s focusMATH program. Magnolia Consulting.
- *Swanson, H. L. (2014). Does cognitive strategy training on word problems compensate for working memory capacity in children with math difficulties? Journal of Educational Psychology, 106(3), 831–848. https://doi.org/https://doi.org/10.1037/a0035838
- *Swanson, H. L., Lussier, C., & Orosco, M. (2013). Effects of cognitive strategy interventions and cognitive moderators on word problem solving in children at risk for problem solving difficulties. Learning Disabilities Research & Practice, 28(4), 170–183. https://doi.org/https://doi.org/10.1111/ldrp.12019
- *Swanson, H. L., Moran, A., Lussier, C., & Fung, W. (2014). The effect of explicit and direct generative strategy training and working memory on word problem-solving accuracy in children at risk for math difficulties. Learning Disability Quarterly, 37(2), 111–123. https://doi.org/https://doi.org/10.1177/0731948713507264
- *Swanson, H. L., Orosco, M. J., & Lussier, C. (2013, March). Does cognitive strategy training on word problems compensate for working memory capacity in children with math difficulties? [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2014). The effects of mathematics strategy instruction for children with serious problem-solving difficulties. Exceptional Children, 80(2), 149–168. https://doi.org/https://doi.org/10.1177/001440291408000202
- *Taub, G. E., McGrew, K. S., & Keith, T. Z. (2015). Effects of improvements in interval timing on the mathematics achievement of elementary school students. Journal of Research in Childhood Education, 29(3), 352–366. https://doi.org/https://doi.org/10.1080/02568543.2015.1040563
- Taylor, J. A., Kowalski, S. M., Polanin, J. R., Askinas, K., Stuhlsatz, M. A. M., Wilson, C. D., Tipton, E., & Wilson, S. J. (2018). Investigating science education effect sizes: Implications for power analyses and programmatic decisions. AERA Open, 4(3), 233285841879199–233285841879119. https://doi.org/https://doi.org/10.1177/2332858418791991
- *Tieso, C. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29(1), 60–89. https://doi.org/https://doi.org/10.1177/016235320502900104
- *Tieso, C. L. (2002). The effects of grouping and curricular practices on intermediate students' math achievement (RM02154). National Research Center on the Gifted and Talented.
- Tipton, E. (2015). Small sample adjustments for robust variance estimation with meta-regression. Psychological Methods, 20(3), 375–393. https://doi.org/https://doi.org/10.1037/met0000011
- Tipton, E., & Pustejovsky, J. E. (2015). Small-sample adjustments for tests of moderators and model fit using robust variance estimation in meta-regression. Journal of Educational and Behavioral Statistics, 40(6), 604–634. https://doi.org/https://doi.org/10.3102/1076998615606099
- Tipton, E., Pustejovsky, J. E., & Ahmadi, H. (2019). A history of meta-regression: Technical, conceptual, and practical developments between 1974 and 2018. Research Synthesis Methods, 10(2), 161–179. https://doi.org/https://doi.org/10.1002/jrsm.1338
- *Torlakovic, E. (2011). Academy of MATH® efficacy study: Randomized control study. EPS School Specialty Literacy and Intervention.
- *U.S. Department of Education. (2010a). What Works Clearinghouse intervention report: Accelerated Math™. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_accelmath_091410.pdf
- *U.S. Department of Education. (2010b). What Works Clearinghouse intervention report: PLATO® Achieve Now. https://files.eric.ed.gov/fulltext/ED508582.pdf
- *U.S. Department of Education. (2010c). What Works Clearinghouse quick review of the report Middle school mathematics professional development impact study: Findings after the first year of implementation. https://files.eric.ed.gov/fulltext/ED511482.pdf
- *U.S. Department of Education. (2012). What Works Clearinghouse review of the report A multisite cluster randomized trial of the effects of CompassLearning Odyssey® Math on the math achievement of selected Grade 4 students in the Mid-Atlantic region. https://ies.ed.gov/ncee/wwc/Docs/SingleStudyReviews/wwc_odysseymath_053012.pdf
- *U.S. Department of Education. (2013a). What Works Clearinghouse intervention report: DreamBox Learning. https://files.eric.ed.gov/fulltext/ED544762.pdf
- *U.S. Department of Education. (2013b). What Works Clearinghouse review of the report Improving at-risk learners' understanding of fractions. https://files.eric.ed.gov/fulltext/ED544204.pdf
- *U.S. Department of Education. (2014a). What Works Clearinghouse review of the report Benefits of practicing 4 = 2 + 2: Nontraditional problem formats facilitate children’s understanding of mathematical equivalence. https://files.eric.ed.gov/fulltext/ED544791.pdf
- *U.S. Department of Education. (2014b). What Works Clearinghouse review of the report The effects of cognitive strategy instruction on math problem solving of middle school students of varying ability. https://files.eric.ed.gov/fulltext/ED544795.pdf
- *U.S. Department of Education. (2014c). What Works Clearinghouse review of the report Longitudinal evaluation of a scale-up model for teaching mathematics with trajectories and technologies. https://files.eric.ed.gov/fulltext/ED545228.pdf
- *U.S. Department of Education. (2015). What Works Clearinghouse review of the report The impact of Indiana’s system of interim assessments on mathematics and reading achievement. https://files.eric.ed.gov/fulltext/ED560749.pdf
- *U.S. Department of Education. (2016). What Works Clearinghouse intervention report: Cognitive Tutor®. https://files.eric.ed.gov/fulltext/ED566735.pdf
- *Uttal, D. H., Amaya, M., del Rosario Maita, M., Hand, L. L., Cohen, C. A., O’Doherty, K., & DeLoache, J. S. (2013). It works both ways: Transfer difficulties between manipulatives and written subtraction solutions. Child Development Research, 2013, 1–13. https://doi.org/https://doi.org/10.1155/2013/216367
- *Vaden-Kiernan, M., Borman, G., Caverly, S., Bell, N., Ruiz de Castilla, V., & Sullivan, K. (2015, March). Preliminary findings from a multi-year scale-up effectiveness trial of Everyday Mathematics [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Vaden-Kiernan, M., Borman, G., Caverly, S., Bell, N., Ruiz de Castilla, V., Sullivan, K., & Rodriguez, D. (2015). Findings from a multi-year scale-up effectiveness trial of Everyday Mathematics [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- van Lissa, C. J. (2017). MetaForest: Exploring heterogeneity in meta-analysis using random forests. https://doi.org/https://doi.org/10.31234/osf.io/myg6s
- van Lissa, C. J. (2020). Small sample meta-analyses: Exploring heterogeneity using MetaForest. In R. Van De Schoot & M. Miočević (Eds.), Small sample size solutions (open access): A guide for applied researchers and practitioners. CRC Press. https://www.crcpress.com/Small-Sample-Size-Solutions-Open-Access-A-Guide-for-Applied-Researchers/Schoot-Miocevic/p/book/9780367222222
- *Van Voorhis, F. L. (2011). Adding families to the homework equation: A longitudinal study of mathematics achievement. Education and Urban Society, 43(3), 313–338. https://doi.org/https://doi.org/10.1177/0013124510380236
- *VanDerHeyden, A., & Codding, R. S. (2015). Practical effects of classwide mathematics intervention. School Psychology Review, 44(2), 169–190. https://doi.org/https://doi.org/10.17105/spr-13-0087.1
- *VanDerHeyden, A., McLaughlin, T., Algina, J., & Snyder, P. (2012). Randomized evaluation of a supplemental gradewide mathematics intervention. American Educational Research Journal, 49(6), 1251–1284. https://doi.org/https://doi.org/10.3102/0002831212462736
- Vevea, J. L., & Hedges, L. V. (1995). A general linear model for estimating effect size in the presence of publication bias. Psychometrika, 60(3), 419–435. https://doi.org/https://doi.org/10.1007/BF02294384
- Vevea, J. L., & Woods, C. M. (2005). Publication bias in research synthesis: Sensitivity analysis using a priori weight functions. Psychological Methods, 10(4), 428–443. https://doi.org/https://doi.org/10.1037/1082-989x.10.4.428
- Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. https://doi.org/https://doi.org/10.18637/jss.v036.i03
- *Wang, H., & Woodworth, K. (2011). Evaluation of Rocketship Education’s use of DreamBox Learning’s online mathematics program. SRI International. https://www.dreambox.com/wp-content/uploads/downloads/pdf/DreamBox_Results_from_SRI_Rocketship_Evaluation.pdf
- *Wang, H., & Woodworth, K. (2011, September). A randomized controlled trial of two online mathematics curricula [Paper presentation]. Paper presented at the annual meeting of the Society for Research on Educational Effectiveness.
- *Washington, L. (2015). The relationship of students' perceptions of classroom environment on mathematically promising English language learners on math achievement [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 3663075).
- *Watt, S. J. (2013). Teaching algebra-based concepts to students with learning disabilities: The effects of preteaching using a gradual instructional sequence [Doctoral dissertation]. https://ir.uiowa.edu/etd/2658
- *Watt, S. J., & Therrien, W. J. (2016). Examining a preteaching framework to improve fraction computation outcomes among struggling learners. Preventing School Failure: Alternative Education for Children and Youth, 60(4), 311–319. https://doi.org/https://doi.org/10.1080/1045988X.2016.1147011
- *Weaver, C. L. (1991). Young children learn geometric and spatial concepts using Logo with a screen turtle and a floor turtle [Doctoral dissertation]. Reproduced from microfilm master (Order Number 9135151).
- What Works Clearinghouse. (2020). Procedures and standards handbooks (version 4.1). https://ies.ed.gov/ncee/wwc/Handbooks
- Wheeler, J. L., & Regian, J. W. (1999). The use of a cognitive tutoring system in the improvement of the abstract reasoning component of word problem solving. Computers in Human Behavior, 15(2), 243–254. https://doi.org/https://doi.org/10.1016/S0747-5632(99)00021-7
- White House. (2012). Report to the president, engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Executive Office of the President, President's Council of Advisors on Science and Technology. https://www.whitehouse.gov/sites/default/files/microsites/ostp/pcast-engage-to-excel-final_2-25-12.pdf
- *Wijekumar, K., Hitchcock, J., Turner, H., Lei, P. W., & Peck, K. (2009). A multisite cluster randomized trial of the effects of CompassLearning Odyssey® Math on the math achievement of selected Grade 4 students in the Mid-Atlantic region: Final report (NCEE 2009-4068). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
- *Wilcox, D. M. (1997). The use of animation with instruction and feedback in fractions software for children [Doctoral dissertation]. ProQuest Dissertations and Theses database (UMI No. 9803666).
- *Wilder, S., & Berry, L. (2016). Emporium Model: The key to content retention in secondary math courses. Journal of Educators Online, 13(2), 53–75.
- *Winburg, K., Chamberlin, B., Valdez, A., Trujillo, K., & Stanford, T. B. (2016). Impact of math snacks games on students' conceptual understanding. Journal of Computers in Mathematics and Science Teaching, 35(2), 173–193.
- Wolf, R. (2021). Average differences in effect sizes by outcome measure type. What Works Clearinghouse. https://eric.ed.gov/?id=ED610568
- *Yang, J. (2013). The influential factors of math achievement in mathematically promising English language learners [Unpublished doctoral dissertation]. St. John's University, New York, NY.
- *Young, R. B., Hodge, A., Edwards, M. C., & Leising, J. G. (2012). Learning mathematics in high school courses beyond mathematics: Combating the need for post-secondary remediation in mathematics. Career and Technical Education Research, 37(1), 21–33. https://doi.org/https://doi.org/10.5328/cter37.1.21
- *Ysseldyke, J., & Bolt, D. M. (2007). Effect of technology-enhanced continuous progress monitoring on math achievement. School Psychology Review, 36(3), 453–467. https://doi.org/https://doi.org/10.1080/02796015.2007.12087933
- Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics, 112(1), 12–19. https://doi.org/https://doi.org/10.1111/j.1949-8594.2012.00101.x