Benefits of the Michiana Daily Mathtracks Programme for students living in poverty |
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| Authors: | Randall S Davies Rasha M Qudisat |
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| Institution: | 1. Instructional Psychology &2. Technology Department, Brigham Young University, Provo, UT, USARandy.Davies@byu.edu;4. Educational Measurement Inquiry &5. Evaluation program, Brigham Young University, Provo, UT, USA |
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| Abstract: | This paper summarizes results from a math intervention implemented in a high-poverty urban community. Over 7,300 students from kindergarten to 4th grade in 1 low-socioeconomic-status school district participated in the study. Students from 13 different schools (36 different classroom) participated in the treatment. Comparisons were made to purposely selected control-group schools and all other students in the district. The aim of the intervention was to help early elementary-age students living in poverty learn essential math facts and master basic computational skills as a foundation for improving their math ability. The study used a pre-test/post-test quasi-experimental design with control and treatment groups. Achievement for both groups was compared to that of the school district as a whole, with analysis disaggregated by poverty status. The results found positive gains in the treatment group's math achievement at every grade level, transcending differences in socioeconomic status. |
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| Keywords: | mathematics instruction automaticity mathematics education achievement gap |
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