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Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund

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Title: Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund
Language: English
Authors: Zeyu Xu (ORCID 0000-0003-4894-0141), Umut Özek (ORCID 0000-0003-2790-9612), Jesse Levin (ORCID 0000-0003-0965-0790), Dong Hoon Lee (ORCID 0000-0003-1521-133X)
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
FullText Text:
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  Data: Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Zeyu+Xu%22">Zeyu Xu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4894-0141">0000-0003-4894-0141</externalLink>)<br /><searchLink fieldCode="AR" term="%22Umut+Özek%22">Umut Özek</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2790-9612">0000-0003-2790-9612</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jesse+Levin%22">Jesse Levin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0965-0790">0000-0003-0965-0790</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dong+Hoon+Lee%22">Dong Hoon Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1521-133X">0000-0003-1521-133X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2026 48(1):31-62.
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  Label: Availability
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 32
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
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  Data: National Science Foundation (NSF)
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  Data: 2000483
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Costs%22">Costs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3102/01623737241303142
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3737<br />1935-1062
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1496486
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        Value: 10.3102/01623737241303142
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 31
    Subjects:
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: State Programs
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grants
        Type: general
      – SubjectFull: Costs
        Type: general
      – SubjectFull: Kentucky
        Type: general
    Titles:
      – TitleFull: Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky's Math Achievement Fund
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            NameFull: Zeyu Xu
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            NameFull: Umut Özek
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            NameFull: Jesse Levin
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            NameFull: Dong Hoon Lee
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              M: 03
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              Y: 2026
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