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This study delineated children's growth trajectories in mathematics to evaluate the longitudinal effectiveness of a research-based intervention for improving the mathematics education of very young children. This intervention includes the Building Blocks mathematics curriculum. A total of 42 schools serving low-resource communities were randomly selected and randomly assigned to 3 treatment groups using a randomized block design involving 1,305 preschoolers in 106 classrooms. Teachers implemented the intervention with adequate fidelity. Multilevel modeling with four-time scores revealed that all the children with different starting values of math scores had a similar mathematics growth trajectory. The older children have higher starting value of math score, and lower average speed of growth in math score. The effect of intervention diminished with time.