Early trends suggest students of teachers using ASSISTments as the sole math edtech tool may have benefited more than students where it was part of a suite of tools¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers using ASSISTments alone had marginally higher end-of-year scores (225.9 versus 223.4, p = 0.051) and a higher percentage of students outperforming VCG (average 63% versus 54%). → 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

Exploratory comparison of 13 sole-tool teachers (721 students) versus multi-tool teachers (1,992 students); baseline scores were similar (p = 0.366). The article states these "trends should be interpreted with caution."

"teachers who used ASSISTments alone had marginally higher end-of-year scores (225.9 versus 223.4, p = 0.051, difference = 2.55 points; Figure 11), and a higher percentage of their students outperformed their VCG counterparts (average 63%, range 33–93%)"

Feng 2025 (2)¶

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

System use data showing sole-tool classrooms also showed higher platform usage: more problems completed (536.9 versus 291.6), more assignments (51.9 versus 32.1), more days per week (2.1 versus 1.8), and higher vPLC engagement (3.77 versus 3.47).

"their students spent 517.1 minutes on ASSISTments across the school year compared with 310.6 minutes in classrooms with multiple tools"

Discussion¶

Related Claims¶

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• Impacts varied across teachers: 40 of 59 teachers had a majority of their students outperform their virtual comparison counterparts — related
• Low-performing students (below the 50th pretest percentile) showed significant improvement with vPLC-augmented ASSISTments — related
• The vPLC-augmented ASSISTments treatment sample comprised 59 teachers and 2,855 students in grades 6-8 from 36 public schools across 24 U.S. states, half in rural areas — related
• vPLC-augmented ASSISTments did not significantly improve overall middle school math achievement relative to a virtual comparison group — related
• Edtech tool access per district grew more than 350% between 2019 and 2025, yet most tools are unused or used at low intensity — related