The purpose of this closely aligned conceptual replication study was to investigate the efficacy of a Tier 2 kindergarten mathematics intervention. The replication study differed from the initial randomized controlled trial on three important elements: geographical region, timing of the intervention, and instructional context of the…

Early number skills, comprised of both informal and formal skills, are associated with later mathematics achievement. Thus, the development of foundational early number skills is an important aspect of early mathematics instruction. This study explored relations between early number skills gains and mathematics achievement for students at risk for…

The purpose of this study was to examine the impact of the i3-funded SPARK program on the literacy development of students in kindergarten through third grade. The SPARK program represents a collaboration between Boys & Girls Clubs of Greater Milwaukee and the Milwaukee Public Schools. In the study, two cohorts of students were randomly…

This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10…

In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n=138), and then randomized into treatment (n=68) versus business-as-usual conditions (n=70). A…