Evaluation of a State-Wide Mathematics Support Program for at-Risk Students in Grade 1 and 2 in Germany

Supporting students with difficulties in learning mathematics is a challenge for teachers and educational administrators. Formative assessment is considered to play a successful role in supporting at-risk students as well as students without difficulties in mathematics. There is a need for intervent...

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Bibliographic Details
Published in:Journal of research on educational effectiveness 2022-10, Vol.15 (4), p.687-716
Main Authors: van den Ham, Ann-Katrin, Heinze, Aiso
Format: Article
Language:English
Subjects:
Arithmetic
At Risk Students
Educational Administration
Elementary Education
Elementary School Students
Elementary Schools
evaluation
Foreign Countries
Formative assessment
Formative Evaluation
Grade 1
Grade 2
Grade 3
Intervention
Learning Problems
mathematical difficulties
Mathematics
Mathematics Instruction
Program Effectiveness
Student Needs
Teacher Characteristics
Teaching methods
Teaching Styles
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Summary:Supporting students with difficulties in learning mathematics is a challenge for teachers and educational administrators. Formative assessment is considered to play a successful role in supporting at-risk students as well as students without difficulties in mathematics. There is a need for intervention programs, including formative assessment techniques, that (a) are easy to implement in the regular classroom without requiring radical changes in teachers' individual teaching style, and (b) are effective in supporting at-risk students at the earliest stage possible in their school careers. This article analyzes an effectiveness trial of a formative assessment program developed to meet these goals and conducted in the first two years of elementary school. The examination of the longitudinal dataset from Grades 1-3 (N = 2,330) revealed an effect after the implementation, which was maintained at nearly the same effect size one year after completion of the program. The findings imply that formative assessment can foster the arithmetic achievement of students at risk as well as that of the entire class without changing the curriculum or teachers' individual teaching style.
ISSN:1934-5747
1934-5739
DOI:10.1080/19345747.2022.2051651