ArticleProceedings of the National Academy of Sciences of the United States of America2020
Longitudinally adaptive assessment and instruction increase numerical skills of preschool children.
Article in Proceedings of the National Academy of Sciences of the United States of America, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Executive functions as mediators of early educational disparities by SES, gender and birth month.NPJ science of learning · 2026Article
- Approaches to Statistical Efficiency When Comparing the Embedded Adaptive Interventions in a SMART.Journal of educational and behavioral statistics : a quarterly publication sponsored by the American Educational Research Association and the American Statistical Association · 2025Article
- Effects of double-dose algebra on college persistence and degree attainment.Proceedings of the National Academy of Sciences of the United States of America · 2021Article
- Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective.Journal of numerical cognition · 2021Article
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children's numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child's growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child's age and accumulated evidence about the child's skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (
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