The Impact of a Teacher-Led Early Algebra Intervention on Children's Algebra-Readiness for Middle School

This third project takes to scale the work of the PIs’ two preceding projects and puts an early algebra instructional sequence in the hands of regular classroom teachers. Forty-six elementary schools are taking part in a randomized longitudinal experiment in which experimental teachers are implementing a comprehensive, sustained early algebra intervention in Grades 3-5. The project's goals include measuring the effectiveness of a teacher-led early algebra intervention on students’ algebra understanding and algebra-readiness for middle school as well as the fidelity with which teachers are able to implement the intervention with the support of professional development.