Building Trust in the Science of Education: A Replication Study of a Mathematics Intervention

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Abstract

In this presentation, we report on a close conceptual replication study of a promising intervention for students experiencing difficulty in mathematics. We examine the role of replication studies in developing a body of research that teachers and administrators can trust when selecting interventions to support positive student outcomes. We conducted a block cluster-randomized trial with interventionist-level random assignment to condition. The conditions included the treatment (implementing a mathematics intervention) and the control condition of business as usual (BAU). In all, 61 interventionists and 343 Grade 4 students with MD participated. We conducted multilevel regression models to examine differences in students’ fraction knowledge and general mathematics knowledge between the groups. Some findings were replicated from the original study, others were not.

Authors

• Leanne R. Ketterlin-Geller, Southern Methodist University

• Sarah R. Powell, University of Texas at Austin

• Erica S. Lembke, University of Missouri

• Andrew P. Swanlund, American Institutes for Research