Parent Engagement

Randomized controlled trial study conducted?

University of Oregon Center on Teaching and Learning

Mission

Our mission is to improve mathematics achievement for all students and reduce achievement gaps, in particular for disadvantaged students who have historically have high percentage of students not meeting grade level mathematics proficiency (e.g. students living in poverty, students of color, English Learners, and students with disabilities). Our goal is to provide students a solid foundation in key whole number concepts and skills that facilitates the acquisition of more advanced mathematics.

Program Description

Whole Number Foundations is an intervention system designed to teach students foundational skills in whole numbers. CCSS-M aligned grade level programs are available for kindergarten (WNFK) and first grade (WNF1).

Type of service
Academic Intervention
Year Started
2010
Headquarter Location (City, State)
Eugene, Oregon
States of Operation
Oregon
Operation Locations
Eugene
Most recent number of students served
1000-2000
Subject Offered
Math
Grade Levels
Kindergarten,
1st Grade
Languages Offered
English, Spanish
Race/Ethnicity breakdown of tutors
12.0% identifying as Hispanic, 11.9% identified as another race/ethnicity, 76.1 White
Setting
During School
Out of School
Delivery Mode
In-Person
Student-Tutor Ratio
2:1 up to 5:1
Number of Sessions Per Week
5
Number of Minutes Per Session
20 (WNFK), 30 (WNF1)
Number of Weeks Per Program
10 (WNFK) 12 (WNF1)
Does your program engage with parents?
Yes
Family Engagement Description

WNFK and WNF1 include daily notes home to parents.

Organization Type
Nonprofit
Customer Type
District, School
Cost to District/ School/ Non-Profit
An intervention kit which includes teacher books and student worksheets for up to 5 students costs $250 for printable PDFs or $399 for preprinted materials.
Type of Tutor
Paraprofessional, Teacher, Tutoring Staff
Randomized controlled trial (RCT) study conducted?
Yes
RCT Citation

WNFK (aka ROOTS): Clarke, B., Doabler, C. T., Turtura, J., Smolkowski, K., Kosty, D., Sutherland, M., Kurtz Nelson, E., Fien, H., & Baker, S. K. (2020). Examining the efficacy of a kindergarten mathematics intervention by group size and initial skill: Implications for practice and policy. The Elementary School Journal, 121(1), 125-153. doi: 10.1086/710041 Doabler, C. T., Clarke, B., Kosty, D., Smolkowski, K., Kurtz-Nelson, E., Fien, H., & Baker, S. K. (2019). Building number sense among english learners: A multisite randomized controlled trial of a Tier 2 kindergarten mathematics intervention. Early Childhood Research Quarterly, 47, 432-444. doi: https://doi.org/10.1016/j.ecresq.2018.08.004 Clarke, B., Doabler, C. T., Smolkowski, K., Turtura, J., Kosty, D., Kurtz Nelson, E., Fien, H., & Baker, S. K. (2019). Exploring the relationship between initial mathematics skill and the impact of a kindergarten mathematics intervention on student mathematics outcomes. Exceptional Children, 85(2), 129-146. doi: 10.1177/0014402918799503 Doabler, C. T., Clarke, B., Kosty, D., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2019). Examining the impact of group size on the treatment intensity of a Tier 2 mathematics intervention within a systematic framework of replication. Journal of Learning Disabilities, 52(2), 168-180. doi: 10.1177/0022219418789376 Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. (2017). Testing the efficacy of a kindergarten mathematics intervention by small group size. AERA open, 3(2), 1-16. doi: 10.1177/2332858417706899 Clarke, B., Doabler, C., Smolkowski, K., Kurtz Nelson, E., Fien, H., Baker, S. K., & Kosty, D. (2016). Testing the immediate and long-term efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Research on Educational Effectiveness, 9, 607-634. doi: 10.1080/19345747.2015.1116034 Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. (2016). Examining the efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, 49, 152-165. doi: 10.1177/0022219414538514 Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. (2016). Testing the efficacy of a Tier 2 mathematics intervention: A conceptual replication study. Exceptional Children, 83, 92-110. doi: 10.1177/0014402916660084

RCT effect size
Effect sizes ranged from .09 to .81
QED effect size
.11 to .82
Contact Name
Ben Clarke
Contact Email

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