ASSISTments benefited Hispanic students more than non-Hispanic students¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i0 negligible
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Implementing ASSISTments benefited Hispanic students more than non-Hispanic students (p = 0.014, Hedges' g = 0.13). → 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

One of a series of subgroup analyses on the follow-up ITT sample examining whether long-term effects vary by student race/ethnicity and socioeconomic characteristics, as specified in the pre-registered analysis plan.

"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¶

• ASSISTments benefited students of color significantly more than White students, narrowing the ethnic achievement gap — related
• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — 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 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
• 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 — related