Cornelius (2013) finds a positive, statistically significant effect of Odyssey® Math versus teacher-directed supplemental instruction on STAR Math scores¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among low-performing seventh- and eighth-grade students, those receiving 30 minutes of supplemental Odyssey® Math instruction scored significantly higher on the STAR Math Assessment than peers receiving teacher-directed supplemental instruction. → cornelius-1

Evidence¶

cornelius-1¶

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017, January). Primary Mathematics intervention report: Odyssey® Math. https://ies.ed.gov/ncee/wwc/InterventionReport/669

q2 · i? · causal · r2

Quasi-experimental evaluation of 105 low-performing students in five rural Tennessee schools; 60 Odyssey® Math students versus 45 teacher-directed instruction students, analyzed via ANCOVA with STAR Math pretest as covariate. The WWC characterizes this as a statistically significant positive effect.

"Cornelius (2013) reported, and the WWC confirmed, a positive and statistically significant difference between the Odyssey® Math and comparison groups on the mathematics achievement domain."

Discussion¶

Related Claims¶

• DiLeo (2007) finds a substantively important but statistically non-significant positive effect of Odyssey® Math on grade 5 PSSA math scores — related
• Wijekumar et al. (2009) finds no statistically significant difference between Odyssey® Math and comparison classrooms on grade 4 TerraNova math scores — related
• Odyssey® Math receives a WWC rating of potentially positive effects on primary students' mathematics achievement — a broader claim this one bears on
• The evidence base for Odyssey® Math's mathematics achievement effects is rated medium to large, based on three studies of 2,768 students in 41 schools — related