Testing the efficacy of a kindergarten mathematics intervention by small group size

This study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions: a ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two- vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two- and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.
Authors citation
Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J.
Publication
AERA Open, 3(2), 2332858417706899
Year of Study
2017
Subject
Math
Program Name
ROOTS
Program Evaluated
ROOTS
Tutor Type
Teaching Assistant
Duration
4 months
Sample size
689
Grade Level(s)
Kindergarten
Student-Tutor Ratio
Small group
Effect Size
0.15
Study Design
Student Randomized
Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. (2017). Testing the efficacy of a kindergarten mathematics intervention by small group size. AERA Open, 3(2), 2332858417706899. https://doi.org/10.1177/2332858417706899