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The study synthesizes 87 rigorous experimental evaluations across 66 programs for grades K–5, grouping interventions into six program categories. Results highlight the strongest gains for tutoring, with additional positive effects for professional development targeting classroom organization and management. 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[http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nEffective Programs in Elementary Mathematics: A Meta-Analysis  \nMarta Pellegrini  \nUniversity of Florence  \nCynthia Lake  \nAmanda Neitzel  \nRobert E. Slavin  \nJohns Hopkins University  \nThis article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.  \nKeywords: evidence of effectiveness  \nIn recent years, there has been an increasing emphasis on the identification and dissemination of programs proven in rigorous experiments. This emphasis has been clear in federal funding for education research, especially at the Institute for Educational Sciences (IES), Education Innovation Research (EIR), and the National Science Foundation (NSF) . The establishment of the What Works Clearinghouse (WWC) has helped establish standards of evidence and has disseminated information on the evidence base for educational programs. In England, the Education Endowment Foundation has similarly supported rigorous research in education. In 2015, the Every Student Succeeds Act defined, for the first time, criteria for the effectiveness of educational programs. Every Student Succeeds Act (ESSA) places particular emphasis on three top levels of evidence: strong (statistically significant positive effects in at least one randomized experiment), moderate (statistically significant positive effects in at least one quasi-experiment), and promising (statistically significant positive effects in at least one correlational study). ESSA encourages use of programs meeting these criteria, and requires schools seeking school improvement  \nfunding to adopt programs meeting one of these criteria.  \nOne of the subjects most affected by the evidence movement in education is mathematics, because there is more rigorous research in mathematics than in any other subject  \nexcept reading. The rapid expansion in numbers and quality of studies of educational programs has provided a far stronger basis for evidence-informed practice in mathematics than once existed.  \nThe advances in research have been noted in reviews, cited later in this article. However, the great majority of reviews have focused only on particular approaches or subpopulations, using diverse review methods. This makes it difficult to compare alternative approaches on a consistent basis, to understand the relative impacts of different programs. The most recent meta-analyses to systematically review research on all types of approaches to mathematics instruction were a review of elementary mathematics programs by Slavin and Lake (2008) and one by Jacobse and Harskamp (2011) . A meta-analysis of all secondary mathematics programs was published by Slavin et al. (2009) .  \nThe present article updates the Slavin and Lake (2008) review of elementary mathematics, incorporating all rigorous evaluat","cbCaid3eDPt40Lpl","https://ap.wps.com/l/cbCaid3eDPt40Lpl","pdf",616110,29,"English","# Abstract / Overview\n# Need for This Review\n## Evidence movement and research standards\n## Update of prior meta-analyses\n# Findings by program categories\n## Tutoring programs\n## Professional development for classroom organization\n## Effects on curricula adoption","[{\"question\":\"What does the meta-analysis evaluate about elementary mathematics programs?\",\"answer\":\"It reviews research on achievement outcomes of elementary mathematics programs. The synthesis covers rigorous experimental studies assessing program effects for grades K–5.\"},{\"question\":\"How many studies and programs were included, and what grades do they cover?\",\"answer\":\"The review includes 87 rigorous experimental studies evaluating 66 programs. The programs are implemented in grades K–5.\"},{\"question\":\"Which types of interventions showed the most positive outcomes?\",\"answer\":\"Tutoring programs showed particularly positive outcomes. Professional development approaches that help with classroom organization and management also produced positive effects.\"}]","Effective Programs in Elementary Mathematics - A Meta-Analysis | PDF",1792068761,73]