Tracey and Young (2004): grade 5 students using differentiated KidBiz3000® outscored comparison students on the SRI (effect size 0.29)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 In one year-long quasi-experiment, fifth-graders in differentiated KidBiz3000® classrooms scored higher on the Scholastic Reading Inventory than business-as-usual comparison students (effect size 0.29, improvement index +11), though significance did not survive clustering correction. → What Works Clearinghouse 2018

Evidence¶

What Works Clearinghouse 2018¶

What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2018). Adolescent Literacy intervention report: Achieve3000®. https://whatworks.ed.gov

q2 · i1 · causal · r1

One-year quasi-experiment in Bayonne, NJ with 156 students (80 intervention, 76 comparison in four classrooms); WWC calculations showed intervention mean 866.06 vs comparison 817.57, effect size 0.29, improvement index +11, original p < .01 but WWC-computed p = .41 after clustering correction.

"The authors used the Scholastic Reading Inventory (SRI) assessment for students in grade 5. The outcome was reviewed in the comprehension domain."

Discussion¶

Related Claims¶

• Comprehension domain: one study found a substantively important positive effect and one an indeterminate effect — related
• One small evaluation of Achieve3000 found positive effects on the SRI but not Terra Nova (average effect size +0.16) — related
• Achieve3000 use shows significant positive effects on Total Reading Scores for sixth and ninth graders, with a weighted average effect size of +0.29 — related
• Across three studies of Achieve3000 (35,070 students), the average effect size was 0.00 — related