Concerns about low mathematics achievement have created a push to increase national mathematics proficiency levels through research and policy. Efforts have largely focused on early mathematics interventions for students with or at risk for mathematics learning difficulties implemented within multi-tiered response to intervention (RTI) frameworks.…

We replicated a study of a kindergarten mathematics intervention, ROOTS, delivered in the context of a research-based core program. We randomly assigned 62 classrooms to treatment (ROOTS) or a business-as-usual control. All classrooms implemented the research-based core program (Early Learning in Mathematics). Participants included 163 treatment…

The purpose of this study was to conduct a replication study of a kindergarten mathematics intervention, ROOTS, delivered within the context of a research base core program. In the study, sixty two classrooms were randomly assigned to treatment (ROOTS) or a business as usual control. All classrooms implemented a research based core program (Early…

High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multitiered systems of support (MTSS) models. However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness. The purpose of this study was to…

High-quality Tier 1 instruction is frequently conceptualized as the "foundation" for other tiers of intervention within multi-tiered systems of support (MTSS) models (Gersten et al., 2009). However, the vast majority of Tier 2 intervention studies do not account for Tier 1 variables when examining intervention effectiveness (Hill et al.,…

Although mathematics development research has become more prominent in the school psychology literature in recent years, a large research gap in this area exists regarding English language learners (ELLs). Significant research in education, cognitive science, and psychology has been devoted to understanding the links between language and…

The provision of high-quality early mathematics instruction and intervention is critical to ensure that all students are on track for academic success. Given this, identifying and utilizing assessments that can enable the detection of nonresponse to mathematics instruction is a critical aspect of early intervention. To this end, the current study…

This study examined the role of initial skill in moderating intervention effects of a 50 lesson mathematics intervention program, ROOTS, for at risk kindergarten students focused on developing whole number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® math measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…

This study examined the efficacy of a Tier 2 kindergarten mathematics intervention program, ROOTS, focused on developing whole number understanding for students at risk in mathematics. A total of 29 classrooms were randomly assigned to treatment (ROOTS) or control (standard district practices) conditions. Measures of mathematics achievement were…

Receiver operating characteristic curve (ROC) analysis was used to investigate the ability of early numeracy curriculum-based measures (EN-CBM) administered in preschool to predict performance below the 25th and 40th percentiles on a quantity discrimination measure in kindergarten. Areas under the curve derived from a sample of 279 students ranged…

Children enter kindergarten with variable levels of mathematics skill and knowledge gained from informal learning opportunities at home, preschool, and daycare. Many perform well once they receive formal mathematics instruction. However, if students do not develop an initial understanding of the most basic aspects of formal mathematics, they are…

The purpose of this study, funded by the "Institute for Education Sciences" under the "Mathematics and Science Education" topic, was to test the efficacy of a Tier 2 intervention curriculum, "ROOTS", when implemented under rigorous experimental conditions. In this study all classrooms implemented a validated Tier 1…