Find the best evidence-based interventions for your students

Renaissance Learning mathematics and reading programs

4th Grade, 5th Grade, 7th Grade

Renaissance Learning programs (Accelerated Reader and Accelerated Maths) are computer-based educational interventions designed to improve students' reading and mathematics skills in UK Specialist and feeder schools. The programs use regular built-in assessment and testing to enable pupils and teachers to monitor progress in attainment. Accelerated Reader requires students to read books at their instructional reading level and complete computer-based quizzes matching each book, with all books aligned to the national curriculum for English. Accelerated Maths uses computer software and recommended teaching methods to assess pupils' skills and develop assignments pitched at appropriate levels, allowing pupils to develop at their own pace. Both programs are designed to meet individual learning requirements, encourage and motivate pupils, and support personalized learning approaches. Teachers receive training on the programs and use the software to monitor student progress, set targets, and provide differentiated instruction. The programs can be used alongside existing teaching strategies and require access to computers for student work and testing.

2006

Cost per student

N/A

Language Essentials for Teachers of Reading and Spelling (LETRS) Institute Series and CORE Coaching

2nd Grade

This study evaluated two professional development interventions for second grade reading instruction in high-poverty urban schools. Treatment A consisted of an eight-day institute and seminar series (48 hours total) based on LETRS, covering phonemic awareness, phonics, fluency, vocabulary, and comprehension, delivered during summer 2005 and the 2005-2006 school year. Treatment B included the same institute series plus intensive in-school coaching (approximately 60 hours) provided by half-time coaches trained by the Consortium on Reading Excellence (CORE). The interventions targeted second grade teachers in 90 schools across six districts using one of two scientifically-based reading programs. Teachers in treatment groups participated in content-focused professional development emphasizing explicit instruction, guided student practice, and differentiated instruction. Coaches received training through a three-day institute and four on-site follow-up sessions, working with an average of three teachers per school throughout the implementation year.

2008

High

36 Weeks

Cost per student

$2,409.64

Comprehensive Teacher Induction

Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade

Comprehensive teacher induction is a one-year program designed to support first-year K-6 teachers in high-need districts. The program includes carefully selected and trained full-time mentors who work with beginning teachers through weekly meetings (approximately 2 hours per week), monthly professional development sessions, classroom observations, and formative assessments. Two providers delivered the intervention: Educational Testing Service (ETS) and the New Teacher Center at University of California-Santa Cruz (NTC). Mentors receive extensive training (10-12 days over four sessions) focusing on improving beginning teachers' instruction and mentoring skills. The program emphasizes evidence-based teaching practices, with mentors helping teachers reflect on their instruction through structured activities and tools. Teachers also participate in study groups (ETS only), observe veteran teachers, and attend an end-of-year colloquium. District coordinators and school administrators receive orientations to support program implementation.

2008

Low

36 Weeks

Cost per student

$301.2

Achievement Effects of Four Early Elementary School Math Curricula

1st Grade

This study evaluates the relative effects of four early elementary school math curricula on first grade student achievement in disadvantaged schools. The four curricula are: Investigations in Number, Data, and Space (a student-centered approach), Math Expressions (blending student-centered and teacher-directed approaches), Saxon Math (a scripted, teacher-directed approach), and Scott Foresman-Addison Wesley Mathematics (a basal program with teacher-directed instruction). Schools were randomly assigned to one of the four curricula. All first grade teachers in participating schools received initial training from publishers (ranging from 1-2 days) and 96% received follow-up training during the school year. Teachers also had access to curriculum materials, and most had support from math coaches or specialists. The study was implemented in 39 schools across 4 districts during the 2006-2007 school year, with 131 first grade classrooms and 1,309 students tested in both fall and spring.

2009

36 Weeks

Cost per student

N/A

Educational Software Products Study

1st Grade, 4th Grade, 6th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

This study evaluated 10 educational software products across reading and mathematics in grades 1, 4, 6, and Algebra I. Products included Destination Reading, Headsprout Early Reading, PLATO Focus, and Waterford Early Reading Program for first grade reading; Academy of Reading and LeapTrack for fourth grade reading; PLATO Achieve Now and Larson Pre-Algebra for sixth grade math; and Cognitive Tutor Algebra I and Larson Algebra I for high school algebra. Most products supplemented core curriculum, though PLATO Focus and Cognitive Tutor served as core curriculum. Products were implemented in diverse, predominantly low-income school districts through random assignment of volunteer teachers to treatment (using products) or control (not using products) groups. Implementation varied by product but generally involved teacher training (ranging from 2 hours to 6 days), ongoing vendor support via phone/email, and student usage in computer labs or classrooms. Recommended usage ranged from 15-45 minutes per session, 2-5 days per week. The study collected fall and spring standardized test scores over two school years (2004-2005 and 2005-2006) to measure product effectiveness.

2009

36 Weeks

Cost per student

N/A

CompassLearning Odyssey Math

4th Grade

CompassLearning Odyssey Math is a computer-based mathematics instructional software designed to improve math learning for grade 4 students. The software consists of web-accessed learning activities, assessments, and math tools delivered through individualized instruction. In this study, Odyssey Math was implemented as a partial substitute for the standard math curriculum, with teachers advised to use it for 60 minutes per week. Students accessed the software individually on computers with headphones, working through multimedia-based interactive learning activities, practice tasks with feedback, and built-in assessments. The software allows teachers to select activities for students or let the software assess each student's skill level and place them in appropriate learning activities. Intervention teachers received five 'days' of professional development, consisting of two large group sessions (covering software navigation, curriculum components, tests, and assessments) and three one-on-one in-class coaching sessions (covering startup, management, incorporating Odyssey Math into lesson plans, developing assessments, and scaffolding assignments).

2009

Moderate

23 Weeks

Cost per student

$836.95

POWERSOURCE

6th Grade

POWERSOURCE is a formative assessment intervention for 6th-grade mathematics that targets key algebraic concepts including rational number equivalence, properties of arithmetic (distributive property), principles for solving linear equations, and application of core principles to other mathematical areas. The intervention includes short Checks for Understanding assessments (8-10 items initially, then 4-5 items for subsequent checks), instructional resources with lesson scripts and student worksheets, and professional development for teachers. Teachers administer three Checks for Understanding per domain across approximately eight class periods, with instruction adjusted based on assessment results. The intervention is designed to complement existing curricula and focuses on big ideas that are prerequisites for success in Algebra 1.

2009

Low

2 Weeks

Cost per student

$164.63

Middle School Mathematics Professional Development Program

7th Grade

The Middle School Mathematics Professional Development Program is a comprehensive professional development intervention designed for seventh-grade mathematics teachers in mid- and high-poverty schools. The program focuses on positive rational numbers (fractions, decimals, ratio, rate, proportion, and percent) and aims to develop both common knowledge of mathematics (CK) and specialized knowledge of mathematics for teaching (SK). The program consists of 68 contact hours delivered over one school year, including a 3-day summer institute (18 hours), five 1-day seminars during the school year (30 hours), and 10 days of in-school coaching (20 hours). The PD was delivered by two providers (America's Choice and Pearson Achievement Solutions) to treatment teachers in 40 schools across 12 districts. The program emphasizes active learning through problem-solving, small group work, presentations, and discussions about student misconceptions. Coaching visits are coupled with seminars and scheduled to align with when rational number topics are taught according to district pacing guides. Prior to implementation, facilitators participated in week-long training programs and all materials underwent pilot testing and expert review.

2010

Moderate

Cost per student

$617.01

Teach for America

9th Grade, 10th Grade, 11th Grade, 12th Grade

Teach for America (TFA) recruits and selects graduates from highly selective colleges and universities to teach in challenging K-12 schools throughout the nation. TFA corps members participate in an intensive five-week summer national institute and a two-week local orientation/induction program prior to their first teaching assignment. TFA requires a two-year teaching commitment, and the program places teachers disproportionately in high-poverty schools serving disadvantaged students. This study examines TFA teachers in secondary schools (grades 9-12) in North Carolina, focusing on math, science, and English subjects, with teachers delivering instruction in regular classroom settings.

2009

36 Weeks

Cost per student

N/A

DC Opportunity Scholarship Program (OSP)

Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th Grade, 8th Grade, 9th Grade, 10th Grade, 11th Grade, 12th Grade

The DC Opportunity Scholarship Program (OSP) is a federally funded private school voucher program that provides scholarships worth up to $7,500 to low-income students in Washington, DC, particularly those attending schools in need of improvement (SINI). The scholarships can be used to cover tuition, school fees, and transportation to participating private schools. Students are awarded scholarships through random lottery when there are more eligible applicants than available scholarships or open slots. Scholarships are renewable for up to five years as long as students remain eligible and maintain good academic standing. To be eligible, students must reside in DC and have family income at or below 185 percent of the federal poverty line. The program has been operated by the Washington Scholarship Fund (WSF) and has served over 8,400 applicants since 2004, with approximately 1,700 scholarship students supported annually.

2010

Cost per student

N/A

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