Implementation of a Scale-Up Model in Early Childhood: Long-Term Impacts on Mathematics Achievement

Author:
Douglas H. Clements University of Denver, Colorado

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Julie Sarama University of Denver, Colorado

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Carolyn Layzer Abt Associates, Cambridge, MA

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Fatih Unlu RAND Corporation, Santa Monica, CA

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Volume/Issue:
Volume 54: Issue 1
Page(s):
64–88
DOI:
https://doi.org/10.5951/jresematheduc-2020-0245
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Keywords:
Learning trajectories; Scale-up; Early childhood; Mathematics education; Primary

A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year, and one of these groups received follow-through support in kindergarten and first grade. Business-as-usual curricula were used in all other cases, including all years for the control group. Early effects on mathematics achievement decreased through fourth grade but reemerged at fifth grade. These results support both a latent trait hypothesis, whereby stable characteristics of students explain differences in achievement, and a latent foundation hypothesis, whereby early mathematical knowledge and skills provide a foundation for competence in mathematics in later years, especially those that involve challenging mathematics.

Footnotes

This research was supported by the Institute of Education Sciences, U.S. Department of Education through Grants No. R305A120813, R305K05157, and R305A110188. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education. Although the research is concerned with theoretical issues, not particular curricula, a small component of the intervention used has been published by the authors and their collaborators on the project, who thus could have a vested interest in the results. Researchers from an independent institution oversaw the research design, data collection, and analysis and confirmed findings and procedures. The authors wish to express appreciation to Christopher B. Wolfe, Lily Fesler, and Daniel Weiss for assistance with analyses, and the school districts, teachers, and students who participated in this research.

Contributor Notes

Douglas H. Clements, Kennedy and Marsico Institutes, University of Denver, Denver, CO 80208; douglas.clements@du.edu

Julie Sarama, Kennedy and Marsico Institutes, University of Denver, Denver, CO 80208; julie.sarama@du.edu

Carolyn Layzer, Social and Economic Policy Division, Abt Associates, Cambridge, MA 02138; carolyn_layzer@abtassoc.com

Fatih Unlu, Education and Labor Division, RAND Corporation, Santa Monica, CA 90401; fatih_unlu@rand.org

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2023
Page Count:
25
Article Category:
Research Article
Received:
06 Jun 2021
Accepted:
25 Oct 2021
Print Publication Date:
01 Jan 2023
Online Publication Date:
Jan 2023
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