Math gains from the CAL program occur in classrooms with at least an average of 35 minutes of practice per week¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2024 · 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? Further analysis indicates the math performance gains come from students in classrooms averaging at least 35 minutes of practice per week. → Philip Oreopoulos 2024
Evidence¶
Philip Oreopoulos 2024¶
Philip Oreopoulos, Chloe Gibbs, Michael Jensen, and Joseph Price. (2024). Teaching Teachers To Use Computer Assisted Learning Effectively: Experimental and Quasi-Experimental Evidence. NBER Working Paper 32388. https://doi.org/10.3386/w32388
q3 · i? · causal · r?
Further analysis of the two field experiments finds the gains are concentrated among "students in classrooms with at least an average of 35 minutes of practice per week." No effect size is printed for this dosage analysis.
"Further analysis indicates that these gains are from students in classrooms with at least an average of 35 minutes of practice per week."
Discussion¶
Related Claims¶
- A teacher-coaching CAL program produces significant intent-to-treat gains in elementary and middle school math performance of 0.12-0.22 standard deviations — a broader claim this one bears on
- Results were more robust for students meeting the usage recommendation of 30 minutes per week over a minimum of 18 weeks — related
- Teachers who achieve high-dosage CAL practice show strong initial buy-in, a clear implementation strategy for practice timing, and close monitoring with follow-up — related
- Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies — a broader claim this one bears on
- In the reviewed RCT, students averaged 21.8 hours of DreamBox usage, below the developer's recommended 90 minutes per week — related
- Students used their assigned ed-tech tools far below recommended levels, and usage declined over the summer — related
- Odyssey® Math usage varied across classrooms in the DiLeo (2007) trial, partly because of differential access to technology — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cal-gains-require-35-minutes-weekly-practice |
title |
Math gains from the CAL program occur in classrooms with at least an average of 35 minutes of practice per week |
description |
Math gains from the CAL program occur in classrooms with at least an average of 35 minutes of practice per week |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — philip-oreopoulos-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.