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The purpose of this study was to determine to what extent there was a differencein the change of mathematics achievement for students in Kindergarten through fifthgrade, as measured by the Measures of Academic Progress (MAP), between students whoparticipated in a mathematics intervention program and those who did not. The studywas conducted in a Midwest suburban school district. During the 2013-2014 school year,District XYZ implemented the enVisionMATH Common Core Mathematical DiagnosticIntervention System (MDIS) program.Mathematic scores from the fall 2013-2014 Mathematics MAP assessment andthe spring 2013-2014 Mathematics MAP assessment were used to analyze the growth ofat-risk learners participating in the MDIS program as well as the growth of students notparticipating in the program. Variables such as grade level, gender, and interventionstatus were investigated. A factorial analysis of variance (ANOVA) was conducted toaddress the research questions.Results from the study indicated the MDIS intervention program had a positiveeffect on student achievement. Specifically, students who participated in the MDISintervention program had a higher mean growth score than students who did notparticipate in the intervention.This study may be utilized by District XYZ to identify any changes that might benecessary in their district’s current mathematics intervention program. School districtsother than District XYZ may choose to utilize the results from this study as they considerimplementing effective intervention programs. Recommendations for future studiesinclude duplicating the study in District XYZ during the second year of the MDIS intervention program, utilizing the MDIS intervention program as an in-classintervention, and determining which of elementary schools in District XYZ demonstratedthe greatest amount of academic growth. |
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