Evaluation of a math intervention program implemented with community support

Evidence-based interventions exist for improving multiple fundamental math competencies, but delivering interventions with fidelity and within a data-driven, tiered framework is a practical challenge faced by most schools. The current study evaluated a math intervention program delivered with community-based resources via AmeriCorps. At the beginning of the school year, students in Grades 4–8 (n = 550) were randomly assigned to receive math support via the program or to a waitlist control group. Outcomes were measured with a broad-based assessment of math achievement in the winter. Results from intent-to-treat analyses showed a significant and positive effect (d =.17) for the program that increased slightly under optimal dosage conditions (d =.24). The observed results extend existing literature on math interventions in schools by illustrating the potential for partnerships between community-based organizations and schools to improve outcomes for at-risk students.
Authors citation
Parker, D. C., Nelson, P. M., Zaslofsky, A. F., Kanive, R., Foegen, A., Kaiser, P., & Heisted, D.
Publication
Journal of Research on Educational Effectiveness, 12(3), 391–412
Year of Study
2019
Subject
Math
Program Name
MathCorps
Program Evaluated
MathCorps
Tutor Type
Volunteer - Paid
Duration
6 months
Sample size
284
Grade Level(s)
4th Grade,
5th Grade,
6th Grade
Student-Tutor Ratio
1
Effect Size
0.2
Study Design
Student Randomized
Full citation
Parker, D. C., Nelson, P. M., Zaslofsky, A. F., Kanive, R., Foegen, A., Kaiser, P., & Heisted, D. (2019). Evaluation of a math intervention program implemented with community support. Journal of Research on Educational Effectiveness, 12(3), 391–412. https://doi.org/10.1080/19345747.2019.1571653