In an IES-funded randomized controlled trial, students with lower prior mathematics achievement gained more from ASSISTments homework support than students with higher prior achievement¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2022 · checked against its sources 2026-10-10 (automated, 1 of 1 entry) · 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.

q2 i? Students with lower prior mathematics achievement gained more from ASSISTments implementation than students with higher prior mathematics achievement. → case-study-gains

Evidence¶

case-study-gains¶

Zacamy, J., & Roschelle, J. (2022, August). Navigating the tensions: How could equity-relevant research also be agile, open, and scalable? Digital Promise. https://doi.org/10.51388/20.500.12265/159

q2 · i? · qualitative · r?

The report's retrospective case study of the 2012 IES-funded ASSISTments efficacy trial in Maine, a large classroom-level randomized controlled trial, reports that "students with lower prior mathematics achievement (or any of its correlates) gained more from ASSISTments implementation." No effect size is printed in the report.

"These impacts were positive: students with lower prior mathematics achievement (or any of its correlates) gained more from ASSISTments implementation than did students with higher prior mathematics achievement (Murphy et al., 2020)."

Discussion¶

Learner Variables¶

Prior Knowledge — moderator: an instructional effect differs with it

Practitioner interaction shaped the fundamental research question of the ASSISTments online math homework randomized controlled trial — related
Prior research established correlations between observable student experiences such as frustration and clickstream data in ASSISTments, enabling experience-variable equity research without demographic data — related
ASSISTments use in grade 7 math homework produces a statistically significant long-term positive effect on grade 8 state test scores one year after the intervention ends — related
The intervention significantly benefited 6th-grade students but showed no significant effects for 7th or 8th graders — related
ASSISTments use in seventh grade produces a statistically significant long-term math achievement effect of 0.10 SD one year after implementation ends — related
ASSISTments benefited Hispanic students more than non-Hispanic students — related

Page metadata

Field	Value
`type`	`claim`
`id`	`assistments-greater-gains-lower-prior-achievement`
`title`	`In an IES-funded randomized controlled trial, students with lower prior mathematics achievement gained more from ASSISTments homework support than students with higher prior achievement`
`description`	`In an IES-funded randomized controlled trial, students with lower prior mathematics achievement gained more from ASSISTments homework support than students with higher prior achievement`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-10`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `case-study-gains`

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