Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund
Saved in:
| Title: | Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund |
|---|---|
| Language: | English |
| Authors: | Zeyu Xu (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2026 48(1):31-62. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 2000483 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 |
| Descriptors: | Mathematics Achievement, Intervention, Measurement, State Programs, Program Effectiveness, Kindergarten, Grade 1, Grade 2, Grade 3, Coaching (Performance), Teacher Collaboration, Educational Benefits, Elementary School Students, Grants, Costs |
| Geographic Terms: | Kentucky |
| DOI: | 10.3102/01623737241303142 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | Addressing the educational needs of students in math early on is critical given that early gaps in math skills widen further over the course of schooling. This study examines the effectiveness and costs of Kentucky's Math Achievement Fund--a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K-3. The program is found to improve not only math achievement, but also reading test scores and non-test outcomes including student attendance and disciplinary incidents. The benefits exist across students from various socioeconomic backgrounds, and they are slightly higher for racial minorities. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496486 |
| Database: | ERIC |
| Abstract: | Addressing the educational needs of students in math early on is critical given that early gaps in math skills widen further over the course of schooling. This study examines the effectiveness and costs of Kentucky's Math Achievement Fund--a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K-3. The program is found to improve not only math achievement, but also reading test scores and non-test outcomes including student attendance and disciplinary incidents. The benefits exist across students from various socioeconomic backgrounds, and they are slightly higher for racial minorities. |
|---|---|
| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737241303142 |
