After one year, reading and mathematics software products did not increase or decrease test scores by amounts statistically different from zero¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On average, after one year of use, the studied reading and mathematics software products had effects on test scores that were not statistically different from zero. → Dynarski 2007

Evidence¶

Dynarski 2007¶

Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., Means, B., Murphy, R., Penuel, W., Javitz, H., Emery, D., & Sussex, W. (2007). Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. Report to Congress. https://www.mathematica.org/publications/effectiveness-of-reading-and-mathematics-software-products-findings-from-the-first-student-cohort

q3 · i? · causal · r?

National experimental study mandated by the No Child Left Behind Act in which "volunteering teachers randomly assigned to use or not use selected products"; after one year average test-score effects were statistically indistinguishable from zero. No effect size is printed in the available text.

"On average, after one year, products did not increase or decrease test scores by amounts that were statistically different from zero."

Discussion¶

Related Claims¶

• The educational value of GAI is contingent on pedagogical integration, not on the technology itself — the general claim this finding bears on, with the studies behind it
• In the 2005-2006 school year, only one of 10 computer-based reading and math software products had statistically significant positive effects on student outcomes — a narrower finding that bears on this claim
• Software product effects changed between the first and second year of the study, warranting cohort-level comparison of effectiveness — related
• Effects of reading software products were correlated with student-teacher ratio in first-grade classrooms and with amount of product use in fourth-grade classrooms — related
• Impacts of the curricula were not statistically significantly larger after schools had one year of experience using them (Cohort 2 fifth graders). — related
• The four supplemental reading comprehension curricula had no statistically significant impacts on students one year after the end of their implementation (Cohort 1 follow-up in sixth grade). — related
• Effects of mathematics software products were uncorrelated with classroom and school characteristics — related