Impacts varied across teachers: 40 of 59 teachers had a majority of their students outperform their virtual comparison counterparts¶

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

Subclaims¶

q2 i? For 40 of the 59 teachers, 50 percent or more of their students outperformed their VCG counterparts; for the remaining 19, fewer than half did. → 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

Teacher-level analysis comparing each teacher's students' end-of-year performance against matched VCG peers, shown in Figure 10. The article interprets this as the intervention "supported positive outcomes for many teachers' students."

"Of note, 40 of the 59 teachers had 50 percent or more of their students outperform their VCG counterparts. For the remaining 19 teachers, fewer than half of their students outperformed their virtual comparison."

Discussion¶

Related Claims¶

• 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 — related
• vPLC-augmented ASSISTments did not significantly improve overall middle school math achievement relative to a virtual comparison group — related
• Low-performing students (below the 50th pretest percentile) showed significant improvement with vPLC-augmented ASSISTments — related