Marta Pellegrini from the University of Florence and Cynthia Lake, Amanda Inns and Robert E Slavin from Johns Hopkins Center for Research and Reform in Education have released a new report on effective programmes in primary maths. The report reviews research on the mathematics achievement outcomes of all programmes with at least one study meeting the inclusion criteria of the review. A total of 78 studies were identified that evaluated 61 programmes in grades K–5 (Years 1–6).
The studies were very high in quality, with 65 (83%) randomised and 13 (17%) quasi-experimental evaluations. Key findings were as follows:
- Particularly positive outcomes were found for tutoring programmes.
- One-to-one and one-to-small group models had equal impacts, as did teachers and paraprofessionals as tutors.
- Technology programmes showed modest positive impacts.
- Professional development approaches focused on helping teachers gain in understanding of maths content and pedagogy had no impact on pupil achievement, but more promising outcomes were seen in studies focused on instructional processes, such as cooperative learning.
- Whole-school reform, social-emotional approaches, maths curricula and benchmark assessment programmes found few positive effects, although there were one or more effective individual approaches in most categories.
The findings suggest that programmes emphasising personalisation, engagement and motivation have most impact in primary maths teaching, while strategies focused on textbooks, professional development for maths knowledge or pedagogy, and other strategies that do not substantially impact pupils’ daily experiences have little impact.
Source: Effective programs in elementary mathematics: A best-evidence synthesis (October 2018), Johns Hopkins University
Elementary (primary) pupils who participated in a comprehensive support intervention in the Boston public school district are less likely to drop out of high school (secondary school) than pupils not in the intervention, according to a new study published in AERA Open.
Terrence K Lee-St. John and colleagues examined the impact of City Connects – a schoolwide systemic pupil support programme which provides extra academic and social support for pupils in poverty – on high school drop-out rates. Their study tracked pupils from six elementary (primary) schools who participated in the intervention from kindergarten until fifth grade (Years 1 to 6). These pupils were compared to pupils who were enrolled in the school district at the same time but didn’t use the intervention programme.
In each participating school, a full-time coordinator, who is a master’s degree-level licensed school counsellor or social worker, meets with every classroom teacher and other school staff to review every pupil, every year. The coordinator and staff discuss each child’s strengths and needs for academic, social/emotional/behavioural development, health, and family support. Since not every factor that may influence later drop-out presents itself as a “red flag”, this approach allows the less obvious factors to be identified and addressed early.
The study found that pupils who participated in the intervention had a 9.2% drop-out rate in high school, compared to 16.6% for the non-intervention pupils.
Source: The long-term impact of systemic student support in elementary school: Reducing high school dropout (October 2018), AERA Open, Volume: 4 issue: 4
A meta-analysis, published in Review of Educational Research, examines how shared book reading affects the English language and literacy skills of young children learning English as an additional language (EAL)
Shared book reading involves an adult reading with one or more children, and is considered to be an effective practice for language and literacy development. It may also involve interactive practices such as dialogic reading techniques to engage children or reinforce specific ideas or words from the text.
For this meta-analysis, Lisa Fitton and colleagues identified 54 studies of shared reading interventions conducted in the US that met their inclusion criteria. The total number of participants across the studies was 3,989, with an average age of six.
Results revealed an overall positive effect of shared reading on EAL outcomes (effect size = +0.28). Children’s developmental status moderated this effect, with larger effect sizes found in studies including only typically developing children (+0.48) than in studies including only participants with developmental disorders (+0.17).
Source: Shared book reading interventions with English learners: a meta-analysis (October 2018), Review of Educational Research, volume: 88 issue: 5
A study conducted by Neil Humphrey and colleagues, published in Public Health Research, reports on the findings of a randomised controlled trial of the social and emotional learning intervention, Promoting Alternative Thinking Strategies (PATHS).
PATHS aims to promote children’s social skills via a taught curriculum, which is delivered by the class teacher. A total of 5,218 children in Years 3–5 (ages 7–9) from 45 primary schools in Greater Manchester participated in the trial. Schools were randomly allocated to deliver PATHS for two years or to continue as normal.
The findings of the study suggest that the impact of PATHS was modest and limited. Immediately after the intervention, there was tentative evidence that PATHS made a small improvement on children’s social skills (effect size = +0.09) as assessed by the Social Skills Improvement System. A small improvement in children’s psychological well-being (effect size = +0.07) was also found immediately after the intervention. However, there were no differences between children from PATHS and control schools for any outcomes at the 12- or 24-month post-intervention follow-ups.
Source: The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT. Public Health Research 6 (10).
The Education Endowment Foundation has published an evaluation of 1stClass@Number, a 10-week numeracy intervention, delivered by teaching assistants, that provides intensive support for pupils struggling with maths.
A randomised controlled trial was conducted in 133 schools in south and west Yorkshire. Schools each nominated four children in Year 2 to participate, and the schools were then randomly assigned to either receive the intervention or to continue with normal teaching. A team from the University of Oxford evaluated the programme, which was delivered three times a week for 10 weeks in addition to normal mathematics instruction. A process evaluation collected additional data through observations, questionnaires and phone interviews.
Results showed that the intervention had a positive effect on Quantitative Reasoning Tests (effect size = +0.18) compared to pupils in the control group. Among pupils eligible for free school meals, those in the intervention group did not make any additional progress in the Quantitative Reasoning Test compared to control group pupils.
1stClass@Number seemed to have no impact on performance in end of Key Stage 1 maths tests compared to pupils in the control group. However, there was some evidence that the intervention widened the gap in Key Stage 1 maths results between pupils eligible for free school meals and their peers.
Source: 1stClass@Number: Evaluation report and executive summary (July 2018), Education Endowment Foundation
Findings from a cluster randomised trial published in the Journal of Consulting and Clinical Psychology suggest that classroom teachers can effectively deliver a programme for young pupils with Autistic Spectrum Disorder (ASD) that results in better outcomes relative to usual school-based education.
Lindee Morgan and colleagues conducted a trial of the Social, Communication, Emotional Regulation and Transactional Support (SCERTS) intervention – a classroom-based, teacher-implemented intervention aimed at improving active engagement, adaptive communication, social skills, executive functioning and problem behaviour in elementary (primary) school pupils with ASD – to assess what improvement pupils in the intervention group made across a variety of measures compared to pupils in the control group. Sixty schools from three US states were randomly assigned to either the intervention or control groups. Teachers in the intervention group were trained in how to deliver the SCERTS programme and received coaching throughout the school year.
Results showed better outcomes for the intervention group than the control group on observed measures of classroom active engagement with respect to social interaction. The intervention group also had better outcomes on measures of adaptive communication, social skills and executive functioning (effect sizes ranged from +0.31 to +0.45).
Source: Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder (July 2018), Journal of Consulting and Clinical Psychology, Volume 86(7)