The U.S. Building Blocks and TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) Scale-Up Projects

• In Event: Mathematics + Early Childhood = ?

Abstract

Purposes: Although the successes of some research-based educational practices have been documented, so too has the inability U.S. schools to successful adopt and scale up these practices. A challenging educational and theoretical issue is scaling up mathematical programs across the large number of diverse populations and contexts in the early childhood system in the U.S. (National Mathematics Advisory Panel, 2008), while avoiding the dilution and pollution that usually plagues such efforts to achieve broad success.

Perspectives: We created a research-based model to meet this challenge. The specific goal of our implementation of the TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) model is to increase math achievement in young children, especially those at risk, by means of a high-quality implementation of the Building Blocks math curriculum http://www.UBBuildingBlocks.org, with all aspects of the curriculum—mathematical content, pedagogy, teacher’s guide, technology, and assessments—based on a common core of learning trajectories. The TRIAD intervention (http://www.UBTRIAD.org) provides (a) these curriculum materials; (b) ongoing professional development, including classroom-based coaching during the school year and a web-based application with extensive support for teaching; and (c) supportive roles and materials for parents and administrators.

Methods and Data Sources: We used a series of cluster randomized trials experiments (CRT) to test of the effectiveness of Building Blocks and TRIAD over varied settings. In the latest and largest, 42 schools serving students from low-income communities in two cities were randomly selected and publically, randomly assigned to three conditions. At the preschool level, the two experimental interventions were identical, but only one included follow through in the kindergarten and 1st grade years, including knowledge of the pre-K intervention and ways to build upon the mathematical competencies developing by continued use of the TRIAD / Building Blocks learning trajectories.

Results: Two previous IES-funded CRTs indicated that the TRIAD approach is effective, with effect sizes considered moderate (.49) to strong (2.12). Further, assessments indicate no differences in (no “harm” to) literacy areas such as letter recognition and positive effects on measures of expressive language.

For the latest and largest study, analyses showed that follow-through but not the non-follow-through, students scored statistically significantly higher than control students (effect size, g = .35). Similarly, only the students in the follow-through condition outperformed the control condition in treatment-on-the-treated analyses (g = .49, p = .005 for the follow- through, g = .20, ns, for the non-follow through). We analyzed moderators and mediators, finding benefits for students identified as African-American and for girls and confirming the mediational role of the classroom mathematical culture. We conclude that the instantiation of the TRIAD model was successful, and that follow through may be necessary to support the persistence of the effects of early interventions.

Scientific significance: Multiple studies have supported the effectiveness of the TRIAD model. This study provides the most compelling evidence to date regarding the importance of the follow through component of the TRIAD model. With such follow through, the effects from the pre-K intervention persisted; without follow through, they did not.

Authors

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver