Table 1.
Summary of key contrasts between problem-based math and JUMP math.
Table 2.
Summary of student characteristics at baseline.
Fig 1.
Results are based on standard scores and therefore indicate progress relative to same aged peers, which is represented by the 0 line. Vertical lines indicate 95% confidence limits around mean change scores. P-values and effect sizes (ES) are for the difference between the group means. Vertical lines that do not intersect the zero line indicate mean change that is significantly different from expected change, based on available norms.
Table 3.
Overview of the scale-Up RCT.
Table 4.
Demographic information for final sample of teachers in Scale-Up RCT.
Fig 2.
CONSORT flow diagram of student participation in the Scale-Up RCT.
Primary students are shown on the left and junior students on the right side of the Fig. See main text for reasons for being lost to follow-up. Young/old for grade denotes students whose date of birth indicated they had started school either a year earlier or a year later than usual. Students were excluded from the analysis for a given time period if they did not have data for either the beginning or the end of that time period, which was determined separately for each outcome measure. The number of students excluded due to missing data shown in the Fig is based on the broad math outcome measure (see measures) but this number varied slightly across the different outcome measures.
Table 5.
Summary of teacher participation in observations/videotaping.
Fig 3.
Distribution of time spent on teacher activities and in different student configurations in observed classes.
Fig 4.
Results for the Junior Students.
Broad Math (left side of panel a) is based on performance on applied problems, calculation and math fluency (shown separately in panel b). Vertical lines indicate 95% confidence limits around mean change scores. P-values and effect sizes (ES) in the Fig are for the difference between the group means. Results for the Woodcock-Johnson III measures are based on standard scores and therefore indicate progress relative to same aged peers, which is represented by the 0 line. Vertical lines that do not intersect the 0 line indicate mean change that is significantly different from expected change, based on test norms for the standardized measures (panels a and b) and 0 change for the supplementary measures (panel c).
Fig 5.
Results for the primary students.
Broad Math (left side of panel a) is based on performance on applied problems, calculation and math fluency (shown separately in panel b). Vertical lines indicate 95% confidence limits around mean change scores. P-values and effect sizes (ES) in the Fig are for the difference between the group means. Results for the Woodcock-Johnson III measures are based on standard scores and therefore indicate progress relative to same aged peers, which is represented by the 0 line. Vertical lines that do not intersect the 0 line indicate mean change that is significantly different from expect change, based on test norms for the standardized measures (panels a and b) and 0 change for the supplementary measures (panel c).
Fig 6.
Results for the high fidelity primary students.
Results for students who received high fidelity instruction. Broad Math (left side of panel a) is based on performance on applied problems, calculation and math fluency (shown separately in panel b). Vertical lines indicate 95% confidence limits around mean change scores. P-values and effect sizes in the Fig are for the difference between the group means. Results for the Woodcock-Johnson III measures are based on standard scores and therefore indicate progress relative to same aged peers, which is represented by the 0 line. Vertical lines that do not intersect the 0 line indicate mean change that is significantly different from expected change, based on test norms for the standardized measures (panels a and b) and 0 change for the supplementary measures (panel c).