The Impact of a Teacher-Led Early Algebra Intervention on Children’s Algebra-Readiness for Middle School (LEAP 3)

Abstract

We scaled up our work in LEAP 2 to a much larger number of schools (approximately 46 schools) and students (approximately 3200 students), and are studying the effectiveness of our EALP’s instructional intervention when implemented by regular classroom teachers. We are comparing the performance of students who received the early algebra intervention in Grades 3-5 to students who received more traditional elementary grades instruction, and are following both sets of students (intervention and control) into Grade 6.

Funded by Institute for Education Sciences R305A140092 (2014-2018)

Principal Investigators

Maria L. Blanton, TERC
Lindsay Demers, TERC
Eric Knuth, University of Texas at Austin
Ana Stephens, University of Wisconsin-Madison
Rena Stroud, Merrimack College
Despina Stylianou, CCNY-CUNY

Project Staff

Angela Murphy Gardiner, TERC
Rachel Hayes, TERC
Isil Isler, University of Wisconsin-Madison
Hannah Kang, University of Wisconsin-Madison
Susanne Strachota, University of Wisconsin-Madison

Advisory Board

Bárbara Brizuela, Tufts University
Heather Hill, Harvard University
Victoria Jacobs, University of North Carolina-Greensboro
Bethany Rittle-Johnson, Vanderbilt University