Both treatment and comparison students scored below the 7th-grade national norm on average, and bottom-quartile treatment students remained below the national average despite relative gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q2 i? Students in the top 2 quartiles scored above the national average (226.73) while bottom-quartile treatment students, despite relative improvement, remained below it. → Feng 2025

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? · causal · r2

Norm-referenced comparison of the study sample against NWEA 2020 prepandemic spring 7th-grade norms. The article suggests "additional support may be needed to fully close the gap" with higher-performing peers and national norms; no effect size is printed.

"Although students in the bottom 2 quartiles in the treatment group demonstrated relative improvement compared to their peers in the comparison group, their end-of-year scores remained below the national average."

Discussion¶

Related Claims¶

• Ever-below-benchmark rates differed sharply between top- and bottom-quartile grantee schools on high-need concentration, preschool attendance, discipline, attendance, and mobility — related
• Special education service concentration showed divergent patterns: similar ever-below-benchmark rates across quartiles but much higher persistence below benchmark in high-concentration schools — related
• Across the full sample, students receiving the ASSISTments intervention performed comparably to their virtual comparison peers on end-of-year MAP Growth — related