2-065 - Longitudinal Evaluation of a Scale-up Model: Critical Components and Effects on Persistence and Sustainability

Session Type: Paper Symposium

Integrative Statement

Although some research-based educational practices show promise, many fail to be implemented at scales that affect more than a small proportion of children. Evaluations of those that are successfully scaled generally do not identify the critical components, and do not investigate the long term impacts, of the interventions, including sustainability (of implementation), persistence (of effects for children), and diffusion (of the innovation). Here we evaluated the long-term impacts of a model for scaling up early interventions, testing to see whether the originally-sustained impacts on teachers (sustainability) and children (persistence) remained 4-6 years beyond the intervention’s end, and identifying the critical components that may account for such impacts. The first paper describes the theory- and research-based guidelines of the TRIAD scale-up model and briefly reports on the cross-site evaluation of TRIAD, including the immediate effects of the preschool intervention and the effects of the kindergarten and first grade follow through interventions, including mediators and moderators. The second paper presents analyses of several components of the instantiation of the TRIAD model that have not previously been evaluated, to help complete the knowledge base on which components are critical. The third paper investigates sustainability, including new data on teachers’ use of the intervention (and specific intervention components) six years after the intervention ceased. The fourth paper evaluates the persistence of effects in a new study that followed the same children into fourth and fifth grade, again assessing the overall effects of the three treatment conditions as well as subgroups (e.g., moderators).

Sub Unit

• Education, Schooling

Chair

• Carolyn Layzer, Abt Associates

Individual Presentations

• The TRIAD Scale-up Model and Its Effects: Teaching Early Mathematics with Trajectories and Technologies - Presenting Author: Douglas H Clements, University of Denver; Julie Sarama, University of Denver

• Effects of Implementation Variables on an Early Mathematics Intervention Based on Learning Trajectories - Presenting Author: Carrie Germeroth, University of Denver; Julie Sarama, University of Denver; Douglas H Clements, University of Denver

• Sustainability: Longitudinal effects of an early mathematics intervention based on learning trajectories on teachers' practices - Presenting Author: Julie Sarama, University of Denver; Douglas H Clements, University of Denver; Christopher B. Wolfe, Saint Leo University

• Persistence of Effects of an Early Mathematics Intervention Based on Learning Trajectories on Students’ Math - Carolyn Layzer, Abt Associates; Presenting Author: Fatih Unlu, Abt Associates; Douglas H Clements, University of Denver; Julie Sarama, University of Denver