Differential Effects of an Advanced Mathematics Curriculum: A Cluster Analysis of High-Potential English Learners

• In Event: Programming, Professional Learning, and Instruction for Gifted Learners

Abstract

This study examined the differential effects of an advanced mathematics program for different clusters of underrepresented English learners (ELs). ELs were identified through strength-based multiple criteria resulting in academic diversity among participants. A total of 103 Kindergarten students were randomly assigned to the intervention—an after-school program providing 80 hours of advanced math instruction—or a comparison group with school math curriculum or Peer Assisted Learning Strategies program. Outcomes on open response math, NWEA math and reading were compared within clusters. Results showed that intervention students outperformed peers on Open Response Math tasks, especially with the largest gains between the lowest baseline cluster. Findings highlight the program’s impact on mathematical reasoning and expressive skills for the lowest baseline ELs.

Authors

• Gulnur Ozbek, St. John's University

• Vinh Quang Tran, St. John's University

• Seokhee Cho, St. John's University