Nonsignificant Is Significant: Evaluation of PowerTeaching for Improving Math Achievement

• In Event: 28.088 - Fairmont Royal York Roundtable Session Four
  In Roundtable Session: 28.088-5 - Evaluating Programs Supporting Disadvantaged Student Groups

Abstract

Decades of research suggests that students of lower socioeconomic status (SES) and students of color obtain lower math scores than their peers (Anyon, 1980; Lubienski, 2002; Strutchens & Silver, 2000). To ameliorate this problem, several reforms have been designed and implemented. One of the several reforms has been PowerTeaching. This study seeks to evaluate the effectiveness of PowerTeaching to raise math scores for students of color in low SES. The results from this study indicate that PowerTeaching did not yield significant results in raising students’ math scores.

Author

• James Lamar Foster, University of Washington - Seattle