Exploring the Relationship Between Initial Mathematics Skill and a Sixth-Grade Fractions Intervention.

This article focuses on examining whether initial mathematics skill moderates the effectiveness of Promoting Algebra Readiness (PAR), a Tier 2 sixth-grade intervention designed to improve conceptual and procedural knowledge of fractions among at-risk students with or at risk for math difficulties (MD). Using data from a quasi-experimental pilot study involving 198 students from Oregon middle schools, the study found no significant moderation effect of initial math skill on intervention outcomes, indicating that PAR's impact was comparable across a wide range of pre-intervention skill levels. The findings suggest that PAR may be appropriate as a supplemental Tier 2 intervention for diverse at-risk students, though the study highlights the need for further research on intervention intensity, operationalization of initial skill, and documentation of control conditions to better understand differential response. Implications include considering adaptive intervention designs and exploring methods to intensify support for students with lower initial skills to maximize fractions proficiency and algebra readiness.