Table 5.
Building Blocks TRIAD Scale-Up Study Results
| 5a. Sustained Classroom
Environment – End of Kindergarten Math Composite | ||||||||
|---|---|---|---|---|---|---|---|---|
| (1) | (2) | (3) | (4) | (5) | (6) | (7) | (8) | |
| End of Pre-k | Spring of K | Spring of K | Spring of K | End of Pre-k | Spring of K | Spring of K | Spring of K | |
| Treatment | 0.67*** | 0.37*** | 0.34*** | 0.35*** | 0.67*** | 0.35*** | 0.33*** | 0.33*** |
| (0.08) | (0.09) | (0.08) | (0.08) | (0.08) | (0.09) | (0.07) | (0.08) | |
| Mathematics Teaching Quality | 0.04 | 0.00 | 0.03 | 0.05 | ||||
| (0.04) | (0.04) | (0.03) | (0.03) | |||||
| Number of Math Activities | 0.12* | 0.12 | 0.13** | 0.12* | ||||
| (0.05) | (0.09) | (0.04) | (0.05) | |||||
| Treat* Mathematics Teaching Quality | 0.12+ | |||||||
| (0.07) | ||||||||
| Treat* Number of Math Activities | −0.00 | |||||||
| (0.09) | ||||||||
| Treatment with Follow-Through | 0.64*** | 0.40*** | 0.38*** | 0.38*** | ||||
| (0.09) | (0.09) | (0.07) | (0.07) | |||||
| Follow-Through* Mathematics Teaching Quality | −0.06 | |||||||
| (0.05) | ||||||||
| Follow-Through* Number of Math Activities | 0.03 | |||||||
| (0.12) | ||||||||
|
| ||||||||
| Observations | 517 | 517 | 517 | 517 | 821 | 821 | 821 | 821 |
| 5b. Sustained Classroom
Environment – End of First Grade Math Composite | |||||||
|---|---|---|---|---|---|---|---|
| (1) | (2) | (3) | (4) | (5) | (6) | (7) | |
| End of Pre-k | Spring of 1st Grade | Spring of 1st Grade | Spring of 1st Grade | Spring of 1st Grade | Spring of 1st Grade | Spring of 1st Grade | |
| Treatment | 0.67*** | 0.18* | 0.15* | 0.18* | 0.19* | 0.16* | 0.16* |
| (0.08) | (0.08) | (0.07) | (0.07) | (0.08) | (0.07) | (0.07) | |
| Mathematics Teaching Quality | 0.03 | −0.01 | 0.00 | 0.04 | |||
| (0.04) | (0.05) | (0.03) | (0.04) | ||||
| Number of Math Activities | 0.14** | 0.19+ | 0.14** | 0.13** | |||
| (0.05) | (0.10) | (0.05) | (0.05) | ||||
| Treat * Mathematics Teaching Quality | 0.10 | ||||||
| (0.07) | |||||||
| Treat * Number of Math Activities | −0.09 | ||||||
| (0.13) | |||||||
| Treatment with Follow-Through | 0.32*** | 0.32*** | 0.33*** | ||||
| (0.09) | (0.07) | (0.07) | |||||
| Follow-Through * Mathematics Teaching Quality | −0.13+ | ||||||
| (0.07) | |||||||
| Follow-Through * Number of Math Activities | 0.06 | ||||||
| (0.13) | |||||||
|
| |||||||
| Observations | 517 | 517 | 517 | 517 | 821 | 821 | 821 |
Note: Standard errors clustered at school level (in parentheses). Mathematics teaching quality and number of math activities were measured using the COEMET. For each variable, scores were averaged from classroom observations in the kindergarten year. All models include controls for gender, ethnicity, age at preschool entry, mother’s education level, free or reduced price lunch status, special education status at preschool entry, whether limited English proficient, and indicators for blocking group at random assignment. The sample was restricted to students who had a non-missing classroom observation (COEMET) in kindergarten or first grade and who were non-missing on all preschool, kindergarten, and first grade mathematics measures. Analyses of outcomes based on classroom observation status available in Appendix F. Outcome measures are in standard deviation units.
p < .10;
p < .05;
p < .01.
Note: Standard errors clustered at school level (in parentheses). Mathematics teaching quality and number of math activities were measured using the COEMET. For each variable, scores were averaged from classroom observations in the kindergarten and first grade year. All models include controls for gender, ethnicity, age at preschool entry, mother’s education level, free or reduced price lunch status, special education status at preschool entry, whether limited English proficient, and indicators for blocking group at random assignment. The sample was restricted to students who had a non-missing classroom observation (COEMET) in kindergarten or first grade and who were non-missing on all preschool, kindergarten, and first grade mathematics measures. Outcome measures are in standard deviation units.
p < .10;
p < .05;
p < .01