Brandt et al. (2013) finds a statistically significant positive effect of eMINTS on seventh- and eighth-grade mathematics achievement¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2020 · not yet checked against its sources · 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.
q3 i? In a cluster randomized controlled trial in 39 rural, high-poverty Missouri schools, eMINTS produced a statistically significant positive effect on general mathematics achievement in grades 7–8. → What Works Clearinghouse 2020
Evidence¶
What Works Clearinghouse 2020¶
What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2020). eMINTS Comprehensive Program Intervention Report │ Teacher Excellence Topic Area. NCEE WWC 2020-011. https://ies.ed.gov/ncee/wwc/InterventionReport/705
q3 · i? · causal · r2
Cluster randomized controlled trial in 39 rural, high-poverty Missouri schools, grades 7–8. Table 4 reports an average effect size of +0.13 and improvement index +5, statistically significant. The study measures outcomes via the Missouri Assessment Program mathematics test in spring 2014.
"Findings from Brandt et al. (2013) show evidence of a statistically significant positive effect of eMINTS in the general mathematics achievement domain (Table 4). This finding is based on an outcome analysis that includes 1,931 students."
Discussion¶
Related Claims¶
- Martin et al. (2009) finds indeterminate effects of eMINTS on both mathematics and literacy achievement in grades 4–5 — related
- eMINTS has potentially positive effects on general mathematics achievement (improvement index +2 across two studies) — a broader claim this one bears on
- Both included studies report high-fidelity implementation of eMINTS — related
- eMINTS shows no discernible effects on general literacy achievement — related
- I CAN Learn® has no discernible effects on the mathematics test scores of eighth-grade students in primary mathematics courses — related
- eMINTS produces a statistically significant positive effect on state math measures (ES +0.15) in a 3-year rural Missouri study — possibly the same claim (merge candidate)
- eMINTS shows no differences in reading outcomes compared with traditional control schools — 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
- Distributing hardware without capable software produced no measurable effect on mathematics or language scores in a large randomized evaluation, as the article reports citing Cristia et al. — reports the opposite
- PLC at Work has a statistically significant positive effect on state-administered ACT Aspire math achievement scores (effect size = +0.08) after less than two years of implementation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
brandt-2013-significant-math-effect |
title |
Brandt et al. (2013) finds a statistically significant positive effect of eMINTS on seventh- and eighth-grade mathematics achievement |
description |
Brandt et al. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2020 |
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