ASSISTments benefited students of color significantly more than White students, narrowing the ethnic achievement gap¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i0negligible
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 The intervention benefited students of color significantly more than White students (p = 0.003, Hedges' g = 0.14). → Feng 2023
Evidence¶
Feng 2023¶
Feng, M., Huang, C.-W., & Collins, K. (2023). Technology-based support shows promising long-term impact on math learning: Initial results from a randomized controlled trial in middle schools. WestEd. https://osf.io/exqpn
q3 · i0 · causal · r3
Subgroup analyses of the follow-up ITT sample tested differential impacts by student-level background. At baseline students of color scored 2 points lower than White students, but "at the end of 8th grade, the students of color scored higher than White students in the intervention group versus no difference in the comparison group."
"the intervention benefited students of color significantly more than White students (p = 0.003, Hedges' g = 0.14), and • implementing ASSISTments benefited Hispanic students more than non-Hispanic students (p = 0.014, Hedges' g = 0.13)."
Discussion¶
Learner Variables¶
- Race and Ethnicity — moderator: an instructional effect differs by group
Related Claims¶
- Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — related
- Black-White and Hispanic-White achievement gaps at kindergarten entry narrowed significantly between 2010 and 2017 in both math and reading — related
- Prior gateway course success rates averaged 66 percent with a 14-point gap for students of color — related
- Achievement gaps between high-poverty and low-poverty schools at kindergarten entry narrowed modestly but significantly between 2010 and 2017 — related
- ASSISTments benefited Hispanic students more than non-Hispanic students — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
assistments-close-ethnic-achievement-gaps |
title |
ASSISTments benefited students of color significantly more than White students, narrowing the ethnic achievement gap |
description |
ASSISTments benefited students of color significantly more than White students, narrowing the ethnic achievement gap |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — feng-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.