A study published in the Journal of Research on Educational Effectiveness reports on the impact of the program MyTeachingPartner-Math/Science (MTP-M/S) on teaching practice and students’ math and science skills in pre-kindergarten.
MTP-M/S is a pre-k curriculum primarily composed of inquiry-based activities and supported by a high dosage of professional development for teachers before and during program implementation. For this study, 140 pre-k classrooms in the mid-western and southeastern U.S. were randomly assigned to the intervention or the business-as-usual condition. The MTP-M/S program was implemented in 33-week long units (twice a week for each subject) over 2 years. The results were as follows:
- At the end of year 1, teachers in the treatment group had higher levels of mathematics and science teaching quality evaluated through video-taped observations, as compared to the control group.
- No significant effects were found in children’s math and science outcomes at the end of the first year, but science and math skills improved at the end of the second year, with a mean effect size of +0.22 for science and +0.16 for math.
Findings of the second year could be potentially inflated and should be read with caution because of a high level of teacher and student attrition.
Source: Whittaker, J. V., Kinzie, M. B., Vitiello, V., DeCoster, J., Mulcahy, C., & Barton, E. A. (2020). Impacts of an early childhood mathematics and science intervention on teaching practices and child outcomes. Journal of Research on Educational Effectiveness, 13(2), 177-212.