Ben Clarke

Bio: Ben Clarke is an academic researcher from University of Oregon. The author has contributed to research in topics: At-risk students & Tier 2 network. The author has an hindex of 20, co-authored 73 publications receiving 1575 citations.

A Preliminary Investigation Into the Identification and Development of Early Mathematics Curriculum-Based Measurement

Abstract: Recent studies indicate that students in the United States are not achieving sufficient mathematics skills to meet the demands required of them within and outside of school. Among the keys to preve...

Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings:

Abstract: As recent research efforts have focused on preventing reading difficulties and enhancing the effectiveness of special education services for students with reading problems, similar efforts in mathematics have not been realized. This article describes the development and preliminary field testing of a set of measures designed to screen students in kindergarten and first grade to identify those at risk for potential mathematics difficulties. Evidence-based steps to streamline the screening process are described, and plans for testing the predictive validity of the measures are outlined.

Preventing Early Mathematics Difficulties: The Feasibility of a Rigorous Kindergarten Mathematics Curriculum.

Abstract: Concern about poor mathematics achievement in U.S. schools has increased in recent years. In part, poor achieve- ment may be attributed to a lack of attention to early instruction and missed opportunities to build on young children's early understanding of mathematics. This study examined the develop- ment and feasibility testing of a kindergarten mathematics cur- riculum designed to focus on the development of early number sense, geometry, measurement, and mathematics vocabulary. A mixed-model analysis of covariance, using pretest score as a covariate, was used to determine the effect of the experimental curriculum on student achievement on a standardized measure of early mathematics. Achievement results as well as implementa- tion fidelity and teacher satisfaction suggest that further empiri- cal research on the efficacy of the curriculum is warranted.

The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics

Abstract: This study examined the efficacy of a core kindergarten mathematics program, ELM, a 120-lesson comprehensive curriculum providing instruction in (a) number operations, (b) geometry, (c) measurement, and (d) vocabulary. ELM is designed to address the learning needs of all students, including at-risk students in the general education or Tier I classroom setting. The study utilized a randomized block design, with 64 classrooms randomly assigned within schools to treatment (ELM) or control (standard district practices) conditions. Measures of achievement were collected at pretest and posttest to measure student achievement. Students did not differ on mathematics assessments at pretest. Gain scores of at-risk treatment students were significantly greater than control peers, and the gains of at-risk treatment students were greater than the gains of peers not at risk, effectively reducing the achievement gap. Implications for Tier I instruction in a Response to Intervention (RTI) model are discussed.

An Analysis of Early Numeracy Curriculum-Based Measurement: Examining the Role of Growth in Student Outcomes

Abstract: Three important features to examine for measures used to systematically monitor progress over time are (a) technical features of static scores, (b) technical features of slope, and (c) instructional utility. The purpose of this study was to investigate the technical features of slope of four early numeracy curriculum-based measures administered to kindergarten students. Approximately 200 students were assessed at the beginning and end of the school year, and a subset of students (n = 55) was assessed three additional times during the year. Growth curve analysis was used to model growth over time. The contribution of slope to explaining variance on a criterion measure was examined for the curriculum-based measures that fit a linear growth pattern. Implications are discussed regarding monitoring progress in early mathematics.

Applied Longitudinal Data Analysis Modeling Change And Event Occurrence

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Reliability and validity

Abstract: Definition: To what extent does the study allow us to draw conclusions about a causal effect between two or more constructs? Issues: Selection, maturation, history, mortality, testing, regression towrd the mean, selection by maturation, treatment by mortality, treatment by testing, measured treatment variables Increase: Eliminate the threats, above all do experimental manipulations, random assignment, and counterbalancing.