Effective Math Interventions for Middle School Students

In September, this digest examined research on math programs for elementary school students. This week’s entry addresses a related topic: mathematics intervention programs for middle school students. The resources identified below describe the features of effective instruction and interventions, as well as research on the impact of specific middle school math programs on students’ skills and knowledge.

Question

What are the features of effective mathematics intervention programs for middle schools?

Research Synopsis

Reference Desk researchers found several resources on research-based mathematics interventions and instruction for middle school students. One concludes that: “[c]onsistent with an earlier review of elementary programs, …[middle and high school] programs that affect daily teaching practices and student interactions have larger impacts on achievement measures than those emphasizing textbooks or technology alone” (Slavin, et al., 2008; see below). Another resource identifies four evidence-based practices: providing teachers and students with specific information on how each student is performing, the use of peers to provide feedback and support, providing clear specific feedback to parents, and direct or explicit instruction (Baker, et al., 2002; see below). Additionally, the What Works Clearinghouse has rated the effectiveness of seven different curricula on student achievement in math.

Publicly Available Resources

What Works Clearinghouse Topic Report: Middle School Math. What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education; July 30, 2007; 4 pages.

“The What Works Clearinghouse (WWC) reviewed interventions to promote middle school students’ math knowledge and skills… Only core, comprehensive math curricula were eligible for inclusion in this review. These curricula extend over the course of one semester or more, are central to students’ regular school instruction, and are based on any combination of text materials, manipulatives, computer software, videotapes, and other materials.”
Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Slavin, R., Lake, C., and Groff, C.; Best Evidence Encyclopedia, Johns Hopkins University School of Education;October 2008; 124 pages.

From the abstract, “This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Effect sizes were very small (weighted mean ES=+0.03 in 40 studies) for mathematics curricula, and for computer-assisted instruction (ES=+0.10 in 38 studies). They were larger (weighted mean ES=+0.18 in 22 studies) for instructional process programs, especially cooperative learning (weighted mean ES=+0.42 in 9 studies). Consistent with an earlier review of elementary programs, this article concludes that programs that affect daily teaching practices and student interactions have larger impacts on achievement measures than those emphasizing textbooks or technology alone.”
A Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students. Baker, S., Gerston, R., and Lee, D.; The Elementary School Journal, Vol. 103, No. 1; September 2002; pp. 51–73.

“The purpose of this study was to synthesize research on the effects of interventions to improve the mathematics achievement of students considered low achieving or at risk for failure.” It identifies four evidence-based practices: providing teachers and students with specific information on how each student is performing, the use of peers to provide feedback and support, providing clear specific feedback to parents, and direct or explicit instruction.

The Reference Desk also found these organizations and resources to be helpful in learning more about math instruction and interventions:

Doing What Works: Math and Science

“The National Mathematics Advisory Panel conducted a systematic and rigorous review of the best available scientific evidence for the teaching and learning of mathematics and provided recommendations that lay out concrete steps to improve mathematics education, with a specific focus on preparation for learning algebra.”
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. A practice guide. Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B.; U.S. Department of Education, Institute of Education Sciences, NCEE 2009-4060; April 2009; 98 pages.

“This practice guide offers eight recommendations for identifying and supporting students struggling in mathematics… [which] are intended to be implemented within an RtI framework.”

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