Monday, April 09, 2018

Robin Jacob, Kristi Hanby, and Youth Policy Lab team release impact and implementation reports on narrowing achievement gap in math education


MDRC, a nonprofit, nonpartisan education and social policy research firm, released findings from a study of two aligned interventions in New York City: Making Pre-K Count, a high-quality math curriculum in preschools, and High 5s, supplemental small-group “math clubs” provided to kindergartners outside of regular instructional time. Together, the two years of math instruction closed more than one-quarter of the achievement gap in math skills between low-income children and their higher-income peers. 

Professor Robin Jacob was the PI for the High 5s project. She and her team at the Youth Policy Lab developed the curriculum. Kristi Hanby, recent doctoral graduate, led the curriculum development. The High 5s kindergarten supplement was created to help children continue to develop their mathematical understanding by offering another year of aligned math instruction to children in public schools who had received Making Pre-K Count. High 5s paired three to four children with one facilitator for math clubs that met three times a week for 30 minutes each. The clubs offered math enrichment in a setting outside of regular classroom instruction, using engaging, developmentally appropriate activities.

The impact and implementation reports, authored by Robin Jacob, Anna Erickson, Shira K. Mattera, and Pamela A. Morris are available on the MDRC website.

Additionally, Education Week featured the study in a March 6 article written by assistant editor Sarah Sparks.

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