## The Impact of Early Algebra on Students’ Algebra-Readiness (LEAP 2)

## Abstract

In our second LEAP project, we used the instructional sequence and grade-level assessments developed in the first project to conduct a small-scale longitudinal study to measure the impact of our comprehensive, sustained Grades 3–5 early algebra intervention on students’ algebra understanding in elementary grades and their algebra readiness in middle school. The project used a quasi-experimental design to compare the performance of students who received our early algebra intervention to students who receive more traditional elementary grades instruction. We found that intervention students outperformed control students on post-assessments at each of Grades 3–5 and were more able to flexibly interpret variable in different roles and use variable notation in meaningful ways in different mathematical contexts.

### Funded by National Science Foundation DRL-1219605/06 (2012-2017)

### Principal Investigators

Maria L. Blanton, TERC

Eric Knuth, The University of Texas at Austin

Ana Stephens, University of Wisconsin-Madison

### Project Staff

Angela Murphy Gardiner, TERC

Rachel Hayes, TERC

Isil Isler, University of Wisconsin-Madison

Hannah Kang, University of Wisconsin-Madison

Jee-Seon Kim, University of Wisconsin-Madison

Susanne Strachota, University of Wisconsin-Madison

### Advisory Board

Bárbara Brizuela, Tufts University

Tom Carpenter, University of Wisconsin-Madison

Daniel Chazan, University of Maryland

David Yopp, University of Idaho