Efficacy Study of Zearn Math in a Large Urban School District

Autor/inn/en	Morrison, Jennifer R.; Wolf, Betsy; Ross, Steven M.; Risman, K. L.; McLemore, Caitlin C.
Institution	Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Titel	Efficacy Study of Zearn Math in a Large Urban School District
Quelle	(2019), (78 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; Mathematics Instruction; Teaching Methods; Educational Technology; Computer Software; Faculty Development; Reports; Elementary School Mathematics; Models; Independent Study; Small Group Instruction; Disadvantaged Youth; At Risk Students; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Elementary Schools; Mathematics Achievement; Minority Group Students; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Abschlussbericht; Berichten; Elementare Mathematik; Schulmathematik; Analogiemodell; Selbststudium; Benachteiligter Jugendlicher; Schülerverhalten; Lehrerverhalten; Elementary school; Grundschule; Volksschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The purpose of the present study was to gather summative and formative data related to the implementation of Zearn Math during the first year of a two-year study. The sample included students in a large urban school district comprised of predominantly African American (58%) and Hispanic (28%) students. Roughly 90% of students are economically disadvantaged. As of the 2016-17 school year, only 8% of the district's students in Grades 3-8 met mathematics proficiency levels as compared to 40% of all students in the state. The current research was conducted during the district's second year of implementation of Zearn Math. During the 2016-17 school year, the district piloted the curriculum in two schools and provided some implementation support. The following year, 15 elementary schools began learning with Zearn Math and implementing the rotational classroom model, while the remainder of the elementary schools in the district continued to learn with EngageNY. This study explores the treatment schools' implementation of Zearn Math and the impacts of the shift during the first year of implementation. (As Provided).
Anmerkungen	Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail: thebee@bestevidence.org; Web site: https://education.jhu.edu/crre/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01