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Early identification and remediation of literacy, numeracy, and social-emotional difficulties in kindergarten: an examination of the efficacy of a multi-tiered system of support (MTSS)

Project description

EU takes aim at educational inequality

In the pursuit of quality education for all, the EU is challenged by the persistent underperformance, inequity, and segregation within European education systems. Several countries grapple with these issues, hindering the realisation of educational equality. In this context, the EU-funded MTSS-K project aims to implement and assess the efficacy of the Multi-Tiered System of Support (MTSS), a proven educational approach that has been adapted for kindergartens across five European nations. Specifically, the project will evaluate MTSS efficacy in European kindergartens, prioritising transparency by disseminating findings through a dedicated website. With a commitment to open science, the MTSS-K project seeks to bridge critical data gaps, provide valuable resources, and shape policy recommendations for EU and national authorities.

Objective

Quality education for all is one of the EU’s top priorities. However, several European education systems are regularly pointed out as being underperforming, inequitable or segregated. The core objective of the 4-year MTSS-K project is to adapt, implement and assess the effectiveness and efficiency of a promising American educational approach for kindergarten in five European countries. The so-called Multi-Tiered System of Support (MTSS) aims at reducing inequalities by training teachers to improve the socio-emotional, literacy and numeracy skills of all students and more particularly of the most vulnerable ones. This model calls to adopt evidence-based teaching practices and to regularly and monitor students’ progress on the basis of objective data (Tier 1); to provide early and more intensive group interventions to students who do not progress as expected (Tier 2); and to provide even more intensive interventions to students who continue to need it (Tier 3). This model has been shown to improve equal opportunities of school success and inclusion by significantly diminishing the number of students with learning and behavior difficulties and referred to special education services. However, data is missing as regards comprehensive implementation of this model, its efficacy in kindergarten, its applicability in the European educative systems, and the cost-benefit ratio of this measure. In addition to fill these gaps, the MTSS-K project also aims at making accessible for stakeholders, schools and teachers on a dedicated free-access website evidence-based syntheses, intervention tools, and skills’ assessment instruments developed for the study, to disseminate the results and data in the perspective of the open-science framework, and to make policy recommendations for EU and national authorities.

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Keywords

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Programme(s)

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Topic(s)

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Funding Scheme

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HORIZON-RIA - HORIZON Research and Innovation Actions

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Call for proposal

Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.

(opens in new window) HORIZON-CL2-2023-TRANSFORMATIONS-01

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Coordinator

UNIVERSITE DU LUXEMBOURG
Net EU contribution

Net EU financial contribution. The sum of money that the participant receives, deducted by the EU contribution to its linked third party. It considers the distribution of the EU financial contribution between direct beneficiaries of the project and other types of participants, like third-party participants.

€ 755 731,25
Address
2 PLACE DE L'UNIVERSITE
4365 ESCH-SUR-ALZETTE
Luxembourg

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Region
Luxembourg Luxembourg Luxembourg
Activity type
Higher or Secondary Education Establishments
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Total cost

The total costs incurred by this organisation to participate in the project, including direct and indirect costs. This amount is a subset of the overall project budget.

€ 755 731,25

Participants (6)

Partners (1)

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