Why this survey?
Schools across the country face a pressing need to improve learning outcomes for middle-grades students who struggle in the mathematics. A common approach is to schedule additional mathematics classes to provide struggling learners with more time for instruction and support. However, little is known about how schools actually implement these mathematics intervention classes, including the number of students enrolled, who teaches them, and the challenges faced. To address this gap in the knowledge base, EDC designed and conducted the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades.
Who completed the survey?
In spring 2017, EDC administered the online survey to a nationally representative sample of 2,024 urban or suburban public schools with students in grades 6, 7, and 8. Approximately 43% of schools (876 schools) responded to the survey, with one respondent per school.
How prevalent are mathematics intervention classes?
In the 2016-2017 school year, an estimated 69% of schools provided mathematics intervention classes in grades 6, 7, or 8, with 56% providing them in all three grades. Find out more about the survey findings in the Executive Summary!
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This project is supported by the National Science Foundation Grant No. 1621294. Opinions expressed are those of the authors and not necessarily those of the Foundation.