So is it better than something else? Using the results of a random-effects meta-analysis to characterize the magnitude of an effect size as a percentile.

The characterization of an effect size is best made in reference to effect sizes found in the literature. A random-effects meta-analysis is the systematic synthesis of related effects from across a literature, producing an estimate of the distribution of effects in the population. We propose using the estimated mean and variance from a random-effects meta-analysis to inform the characterization of an observed effect size.

Evaluating a gated screening approach for identifying risk in kindergarten mathematics.

The purpose of the present study was to examine the diagnostic accuracy of different universal screening approaches for identifying mathematics difficulties in kindergarteners. We used extant data from 2,010 kindergarten students from 23 schools across two states. First, we identified the diagnostic accuracy of two individual screeners: (a) a set of three curriculum-based measures (CBM) and (b) a diagnostic measure, the Number Sense Brief (NSB).

Review of curriculum-based measurement in mathematics: An update and extension of the literature.

The purpose of this literature review on curriculum-based measurement in mathematics (CBM-M) was to update and extend the Foegen et al. (2007) progress monitoring in mathematics review. We included 99 studies focused on at least one of the three stages of CBM research (i.

Next Directions in Measurement of the Home Mathematics Environment: An International and Interdisciplinary Perspective.

This article synthesizes findings from an international virtual conference, funded by the National Science Foundation (NSF), focused on the home mathematics environment (HME). In light of inconsistencies and gaps in research investigating relations between the HME and children's outcomes, the purpose of the conference was to discuss actionable steps and considerations for future work. The conference was composed of international researchers with a wide range of expertise and backgrounds.

A Systematic Review of Longitudinal Studies of Mathematics Difficulty.

Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.