Consolidating edtech tools enabled DPS to pursue vendor partnerships that systematically compare app usage with student data to evaluate tool effectiveness¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: local conditions change quickly

Subclaims¶

q2 i? A narrowed set of tools positioned the district to compare app usage with student data through a vendor partnership, an analysis the core team said was impractical with many math apps. → Noakes 2025

Evidence¶

Noakes 2025¶

Noakes, S., Shell, A., & Karim, S. (2025). Driving Edtech Coherence and Intentionality: Denver Public Schools' Innovative Procurement Process. https://doi.org/10.51388/20.500.12265/267

q2 · i? · qualitative · r2

Case-study interview finding about an emerging vendor partnership under the consolidated tool list. The report quotes a core team member explaining that "with a narrowed amount we can have those conversations" about effectiveness; no results of the comparison are yet reported.

"For example, a partnership with one vendor is creating the opportunity for the district to systematically compare app usage with student data to see if the tool is truly effective."

Discussion¶

Related Claims¶

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• The OBC model enabled districts to better establish instructional coherence, support increased student engagement, and assess associated outcomes. — related
• DPS's evaluation process led schools to use safer edtech products by prioritizing student data privacy and accessibility review — 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
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• Districts are not yet systematically using TPE-generated information, with technology serving mainly as a repository — related
• Educational science faces a structural mismatch between the pace of educational innovation and the methods used to evaluate developmental impact — related
• Student-developed specialized modules attract substantial online use and are slated for cMOOC reuse with data-based evaluation — related