Implementation data show teachers shifted independent practice toward in-class ASSISTments assignments, a change the study links to more equitable access for rural students with limited home connectivity¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most math practice was assigned as classwork (82.4% of logged days) rather than homework (36.2% of logged days), and on 39.6% of logged days teachers reported students' internet or device access affected homework decisions. → Feng 2025 q2 i? Teachers regularly implemented Step 1: students engaged in independent practice on 85.7% of logged days, with 68.8% of those days including work in ASSISTments. → Feng 2025 (2)

Evidence¶

Feng 2025¶

Feng, M., Li, L., Brezack, N., & Schneider, M. (2025). Scaling teachers' professional development for ASSISTments companion report: Implementation analysis of the ASSISTments intervention. WestEd. https://eric.ed.gov/?id=ED677784

q2 · i? · associational · r1

Analysis of teacher self-reported online instructional logs across four log rounds. The article states this discrepancy "was likely driven in part by students' limited internet or device access at home" and frames in-class ASSISTments use as a more equitable practice for rural students.

"most math practice was assigned as classwork (82.4% of logged days) rather than homework (only 36.2% of logged days had homework due)"

Feng 2025 (2)¶

Feng, M., Li, L., Brezack, N., & Schneider, M. (2025). Scaling teachers' professional development for ASSISTments companion report: Implementation analysis of the ASSISTments intervention. WestEd. https://eric.ed.gov/?id=ED677784

q2 · i? · causal · r2

Teacher instructional log data corroborated by system use data: teachers made ASSISTments assignments during 24.5 weeks on average, totaling 69.5 assignments. Survey estimates put 42.7% of independent practice in ASSISTments.

"students engaged in independent practice on nearly every reported day (85.7%)"

Discussion¶

Learner Variables¶

• Access — outcome: instruction changes it

Related Claims¶

• Among eligible students, Chicago Connected participation increased remote learning engagement for high pre-pandemic GPA students but decreased it for low pre-pandemic GPA students — the general claim this finding bears on, with the studies behind it
• Students without home broadband or who rely only on a cell phone show a digital skill gap of roughly three grade levels and are less likely to plan for college — related
• Over 96 percent of surveyed low-performing schools adopted three SIG-promoted improvement practices: data-informed differentiated instruction, expanded technology access or computer-assisted instruction, and collaborative or leader-facilitated ongoing professional development — related
• The vPLC-augmented ASSISTments treatment sample comprised 59 teachers and 2,855 students in grades 6-8 from 36 public schools across 24 U.S. states, half in rural areas — related
• Lack of home computer and broadband access hinders FAFSA completion policy implementation, particularly in rural and low-income areas — related
• Most Digital Café participants had home Internet but no one to help with everyday computer learning needs — related