A Community-School Partnership to Implement a Math Intervention Program: Outcomes From a Randomized Controlled Trial

• In Event: 15.020 - Factors Related to Mathematics Achievement: Attendance, Partnerships, and Cognitively Guided Instruction

Abstract

Math education experts agree that struggling students need supplemental intervention support. Yet implementing educational intervention programs is logistically complex. Schools need effective and feasible math intervention programs. The current study evaluated outcomes from a year-long randomized controlled trial of a community-school partnership that provided schools full-time, integrated interventionists who delivered evidence-based math practices to struggling students. Participants included 750 students from 20 urban, suburban, and rural schools. Results showed the intervention program had a significant impact on two out of three outcome measures, which assessed overall math competency and basic computational skills. Implications are discussed for feasibly implementing effective math intervention programs in schools.

Authors

• David Parker, ServeMinnesota

• Peter Nelson, ServeMinnesota

• Robin Codding, University of Minnesota

• Rebecca R. Edmunds, University of Minnesota - Twin Cities

• Jenna Klaft