Rural students in the 2nd baseline achievement quartile significantly outperformed their comparison peers by 1.53 points¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The 421 rural students scoring between the 25th and 50th percentiles at baseline significantly outperformed the comparison group by 1.53 points (p = 0.050; effect size = 0.21). → 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 · i2 · causal · r2

Rural subsample quartile analysis of the quasi-experimental study (1,423 rural students total). The rural overall sample did not significantly outperform matched virtual students; the effect was "driven primarily by students in the 2nd achievement quartile."

"The 421 students in rural schools who scored between the 25th and 50th percentiles at baseline significantly outperformed the comparison group by 1.53 points (p = 0.050; effect size = 0.21)."

Discussion¶

Related Claims¶

• Achievement-quartile analysis shows the intervention was most effective for students in the 2nd quartile (25th–50th percentiles) of baseline achievement — a broader claim this one bears on
• Students with lower baseline performance (below the 50th percentile) showed significantly greater math achievement gains with ASSISTments than matched virtual peers — a broader claim this one bears on
• Rural students overall did not show a significant effect, but low-performing rural students did — a broader claim this one bears on
• Across the full sample, students receiving the ASSISTments intervention performed comparably to their virtual comparison peers on end-of-year MAP Growth — related
• Low-performing students (below the 50th pretest percentile) showed significant improvement with vPLC-augmented ASSISTments — related
• vPLC-augmented ASSISTments did not significantly improve overall middle school math achievement relative to a virtual comparison group — related