This research study was designed to determine if there was an effect on student’s math scores in low-income school kindergarten classrooms. Two low-income schools were selected, one as the intervention classroom and one as the control group. Students in the intervention classroom completed eight weeks of take home math activity bags. Students in the control group received no at-home intervention. Both groups received the school district’s specified testing system before and after the intervention bags. Independent t-tests were used to determine if there was a statistical difference in the pre- and post-test scores for the intervention and the control group. The data indicated that, overall, there was no significant difference in the scores of the groups. The intervention bags did not increase the student’s test scores.
|Commitee:||Borden-King, Lisa, Lee, Heather|
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 56/06M(E), Masters Abstracts International|
|Subjects:||Early childhood education|
|Keywords:||Early childhood, Math, Parent|
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