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Long-Term Effects of Enhanced Early Childhood Math Instruction: The Impacts of Making Pre-K Count and High 5s on Third-Grade Outcomes
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Mattera, Shira K.; Jacob, Robin; MacDowell, Cullen; Morris, Pamela A. – MDRC, 2021
Studies have shown that math skills in early childhood are uniquely and strongly predictive of later outcomes across a range of domains and well into adulthood, including the likelihood of graduating from high school and college completion. The Making Pre-K Count and High 5s studies were designed to rigorously test the short- and long-term effects…
Descriptors: Outcomes of Education, Program Effectiveness, Early Childhood Education, Mathematics Instruction
Evaluating the Impact of Small Group Supplemental Math Enrichment in Kindergarten
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Jacob, Robin; Erickson, Anna; Mattera, Shira – Journal of Research on Educational Effectiveness, 2020
This article reports findings from a one-year evaluation of a kindergarten math enrichment program. A randomized design was used to assess the impact of High 5s on children's math skills, attitudes towards math, language ability, and executive function for a sample of kindergarten students in New York City. High 5s math clubs were designed to…
Descriptors: Kindergarten, Supplementary Education, Young Children, Small Group Instruction
A Head Start in Mathematics for Girls in Primary School: A Pilot Study.
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Schwartz, Helga; Papier, Sarah – Urban Education, 1985
The results of this study suggest that, as girls seem to be more receptive to learning at an earlier age, they should start in second or third grade with math enrichment over and above the regular math class. This early intervention might help decrease the inequities that occur later in schooling. (Author/RDN)
Descriptors: Counseling, Elementary Education, Females, Mathematical Enrichment
A COMPARISON OF MATHEMATICS PROGRAMS FOR ABLE JUNIOR HIGH SCHOOL STUDENTS, VOLUME 1 - FINAL REPORT.
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GOLDBERG, MIRIAM L.; AND OTHERS – 1966
THE TALENTED YOUTH PROJECT (TYP) MATHEMATICS STUDY WAS DESIGNED AS A STUDY TO COMPARE THE EFFECTIVENESS OF VARIOUS CURRICULUM PATTERNS AND PRACTICES IN MATHEMATICS EDUCATION CURRENTLY USED WITH ACADEMICALLY TALENTED JUNIOR HIGH SCHOOL STUDENTS. THE SAMPLE CONSISTED OF 51 CLASSES AND 6 MATHEMATICS PROGRAMS. THE LORGE-THORNDIKE VERBAL INTELLIGENCE…
Descriptors: Comparative Analysis, Junior High Schools, Learning Processes, Mathematical Enrichment
Nonpublic School Program: Corrective Mathematics Services. ESEA Title I. Final Evaluation Report, 1979-1980.
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New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. – 1980
This is an evaluation report on a Title I nonpublic school corrective mathematics program conducted in New York City in 1979-1980. Chapter I provides a description of the program and its goals. In chapter two the objectives and tests used are outlined by grade, and information is given on the analysis of evaluation results. The third chapter…
Descriptors: Achievement Gains, Class Organization, Compensatory Education, Elementary Secondary Education
The Kay Toliver Mathematics Program.
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Toliver, Kay – Journal of Negro Education, 1993
Presents fundamentals of the author's approach to teaching, drawn from her experiences in New York City concerning (1) caring; (2) high expectations; (3) creating interest; (4) keeping students busy to avoid discipline problems; (5) performance-based assessment; and (6) parent involvement. Techniques and tactics for teaching mathematics are also…
Descriptors: Classroom Techniques, Elementary School Teachers, Elementary Secondary Education, Instructional Effectiveness