Low-income minority kindergartners learn math better when taught in small groups, according to a new report from University of Michigan (U-M) researchers.
This type of instructional approach not only has a positive impact on achievement, but can help bridge the gap with higher-income peers, the researchers say in a report.
Robin Jacob, co-director of the U-M Youth Policy Lab, and Brian Jacob, professor of education and public policy, evaluated 655 kindergarten students in the one-year math enrichment High 5s program in 24 low-income elementary schools in New York City.
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The High 5s program aims to provide a consistent instructional approach and alignment of content from the pre-K math curriculum to kindergarten, and it is designed as a hands-on program to engage young students.
They discovered that students who participated in the program received 30 percent more time on math instruction with more individualized attention, and were exposed to a wider range of advanced math topics and more interactive activities.