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Ten ROOTS-eligible students per classroom (n=60) were assigned to a five-student group, a two-student group, or a no-treatment control. Overall impact is tested against business as usual, and differential effects compare the two group sizes. Findings show significant effects on three outcomes and nonsignificant effects on three additional measures; the two- vs five-student comparison yields negligible, nonsignificant differences. 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[http://ero.sagepub.com](http://ero.sagepub.com)  \nTesting the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size  \nBen Clarke  \nUniversity of Oregon  \nChristian T. Doabler  \nUniversity of Texas at Austin  \nDerek Kosty  \nOregon Research Institute  \nEvangeline Kurtz Nelson  \nUniversity of Oregon  \nKeith Smolkowski  \nOregon Research Institute  \nHank Fien  \nJessica Turtura  \nUniversity of Oregon  \nThis study used a randomized controlled trial design to investigate the ROOTS curriculum, a 50-lesson kindergarten mathematics intervention. Ten ROOTS-eligible students per classroom (n = 60) were randomly assigned to one of three conditions:  \na ROOTS five-student group, a ROOTS two-student group, and a no-treatment control group. Two primary research questions were investigated as part of this study: What was the overall impact of the treatment (the ROOTS intervention) as compared with the control (business as usual)? Was there a differential impact on student outcomes between the two treatment conditions (two-vs. five-student group)? Initial analyses for the first research question indicated a significant impact on three outcomes and positive but nonsignificant impacts on three additional measures. Results for the second research question, comparing the two-and five-student groups, indicated negligible and nonsignificant differences. Implications for practice are discussed.  \nKeywords: response to intervention, mathematics, at risk, number sense  \nThe importance of a successful start in mathematics is garnering increased attention (Frye et al., 2013), supported by a growing research base highlighting the critical role that early mathematics plays in the development of mathematical thinking and long-term success in mathematics. Analyses of the Early Childhood Longitudinal Study data set indicate that poor performance at school entry is strongly related to poor performance in later grades (Morgan, Farkas, & Wu, 2009) and that the relationship between early and later mathematics achievement is stronger than the relationship between early and later literacy skills (Duncan et al., 2007) . In addition, Morgan, Farkas, Hillemeier, and Maczuga (2016) found that students who exited kindergarten with low mathematics achievement experienced persistent difficulty in mathematics through later elementary and middle school at a factor of 17 times that of their not-at-risk peers and that  \nearly mathematics achievement was a significantly stronger predictor than a number of other variables (e.g., cognitive variables) associated with mathematics achievement. Unless such difficulties are addressed early, long-term persistent struggles with mathematics are likely to occur and be increasingly resistant to change (Geary, 1993; Jordan, Kaplan, & Hanich, 2002) .  \nThe rising concern over early mathematics and its role in long-term development occurs as greater expectations around mathematics are codified, through initiatives such asthe Common Core State Standards (CCSS; CCSS Initiative, 2010), and used to guide service delivery in schools. However, while expectations are increasing, national achievement data continue to show consistent and worrisome patterns of performance. Data from the 2015 National Assessment of Educational Progress indicate that relatively  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nClarke et al.  \nfe","cbCaisUuV50ofEqF","https://ap.wps.com/l/cbCaisUuV50ofEqF","pdf",441535,16,"English","# Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size\n## Study design and research questions\n## Evidence for early mathematics and at-risk persistence\n## Addressing low mathematics achievement\n## Approaches and RTI context","[{\"question\":\"What do the results show for overall and group-size comparisons?\",\"answer\":\"Overall, the treatment shows significant impact on three outcomes and positive but nonsignificant effects on three additional measures. Comparing two- vs five-student groups shows negligible and nonsignificant differences.\"}]","Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size | PDF",1792070137]