This pilot study examined the promise of a Tier 2 Grade 6 intervention program for students at-risk for difficulties in mathematics. The study utilized a quasi-experimental design. The final sample included 112 students in treatment (Promoting Algebra Readiness) and 86 students in control (standard district practice) conditions. The Promoting Algebra Readiness program composed 93 lessons across four strands focused on key concepts and applications of fractions. Measures of mathematics achievement were collected at pretest and posttest. Feasibility and usability data indicated favorable impressions by users and strong levels of implementation fidelity. Gain scores of treatment students were significantly greater than control peers on two of four proximal measures of mathematics achievement. Positive nonsignificant effects were found on additional proximal and distal measures. Implications for educators delivering instruction for at-risk students in multitier service delivery models are discussed.

这项前瞻性研究检验了针对面临数学困难风险的学生的2年级6年级干预计划的前景。该研究采用了准实验设计。最终样本包括112名接受治疗（促进代数准备）的学生和86名接受对照（标准地区实践）条件的学生。“促进代数准备”计划共分四部分，共93节课，重点讨论分数的关键概念和应用。在测试前和测试后收集数学成绩的度量。可行性和可用性数据表明用户印象良好，实施保真度很高。在四个近端数学成绩测量中，有两个测量学生的得分明显高于对照组。在其他近端和远端措施中发现了积极的非显着影响。讨论了对教育工作者在多层服务提供模型中为高危学生提供指导的含义。