Many factors influence a child’s responsiveness to an academic programme. The University of Oregon’s Ben Clark and colleagues recently evaluated the effects of baseline maths skills and their interaction with group size on the maths achievement of at-risk kindergartners (Year 1) in the ROOTs programme.
The ROOTS programme is a 50-lesson Tier-2 maths programme that addresses whole-number concepts and skills as a supplement to maths teaching. In this study, the researchers examined data from a randomised evaluation (Clark et al., 2017) studying kindergartners from 69 classrooms during two separate school years. Subjects were tested using five measures of whole-number sense each autumn, and those whose scores fell below a determined threshold were assigned to either a 2:1 ROOTS group (n=120), a 5:1 ROOTS group (n=295), or to the no-intervention control group (n=177). ROOTS pupils received 20-minute small-group sessions five times a week during ten weeks spanning late fall to early spring. Post-tests in the spring of kindergarten (Year 1) and then six months into first grade (Year 2) found that the pupils with lower initial maths skills demonstrated greater gains than others on two of the six outcome measures of the TEMA-3, although there was no correlation with intervention group size.
Source: Exploring the relationship between initial mathematics skill and a kindergarten mathematics intervention (January 2019) Exceptional Children, 85(2)