The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering belief that intellectual and academic abilities can be developed) along with SR processes in which students set goals, self-monitor, and use strategies to engage motivationally, metacognitively, and behaviorally through challenging tasks. Students (n = 69) were randomly assigned to business-as-usual control and the two versions of fractions intervention. Multilevel models, accounting for the nested structure of the data, identified a moderation effect on fraction word problems: For students receiving fractions intervention with embedded SR, response to intervention was robust across the continuum of students’ pretest word problem skill; by contrast, without SR, response to fractions intervention depended on students’ pretest word problem skill. On the remaining outcomes, results reflected stronger outcomes when fractions intervention embedded SR instruction without moderation.

This study examined differences in cognitive processing between 4th-grade students who respond adequately, as opposed to inadequately, to intervention on 3 fraction outcomes: number-line estimation, calculation, and word problems. Students were assessed on 7 cognitive processes and on the 3 fraction outcomes. Students were grouped as adequate or inadequate responders, using as the cut-point the control-group mean on pre-to-post improvement on the relevant measure. Between-group differences identified reasoning, concept formation, and listening comprehension related to all 3 fraction outcomes. On the number-line outcome, within-group profile analysis indicated that inadequate responders experienced low reasoning ability relative to their other forms of cognitive processing.

This Campbell systematic review examines the effects of No Excuses charter schools on students? math and literacy achievement gains compared to similar students in public schools. The review summarizes evidence from 18 studies, including 5 randomized controlled trials and 13 quasi‐experimental studies. No Excuses charter schools, on average, produced larger math and literacy achievement gains for their students than their public school peers ‐ with higher gains for math. These benefits increase for three years, at which point the achievement gains stabilized or returned to lower gains. Plain language summary No Excuses charter schools associated with greater gains in math and literacy than traditional public schoolsThe No Excuses charter school model focuses heavily on high academic expectations, rigid and consistent discipline, extended instructional time, intensive teacher training, and increased parental involvement. This review examines the effect of No Excuses charter schools on math and literacy achievement. On average, No Excuses charter schools are associated with greater student gains on standardized measures of math and literacy achievement when compared to traditional public schools – with higher gains for math. What did the review study?Students from low socio‐economic backgrounds or traditionally disadvantaged groups often underperform their peers on standardized tests of math and literacy achievement. This “achievement gap” is associated with negative education and career outcomes – both short‐term and long‐term. No Excuses charter schools are intended to reduce this gap and improve the achievement gains of traditionally disenfranchised groups.For the purposes of this review, No Excuses charter schools are those charter schools that highlight the importance of high academic expectations for all students, rigid discipline enforcement, extended time in school, intensive teacher training, and parental involvement.This review examines whether No Excuses charter schools are associated with greater achievement gains in math and literacy compared to the achievement gains of similar students enrolled in traditional public schools. What studies are included?This review includes studies that evaluate the effects of No Excuses charter schools on students’ literacy and math achievement gains. It includes 18 studies conducted in the United States spanning from 1990‐2015. What are the main results of this review?No Excuses charter schools, on average, produced larger math and literacy achievement gains for their students than their public school peers – with higher gains for math. These benefits increase for three years, at which point the achievement gains stabilized or returned to lower gains. What do the findings of this review mean?No Excuses charter schools may help underperforming students make larger achievement gains in math and literacy, more so than at traditional public schools. Additional research is needed to examine the effects of this intervention while accounting for significant issues related to ...

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