Martin et al. (2009) finds indeterminate effects of eMINTS on both mathematics and literacy achievement in grades 4–5¶
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Evidence · 1 study · quant-synthesisr2·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
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q2 i? In a cluster quasi-experimental study in 35 Missouri schools, eMINTS showed indeterminate (not statistically significant) effects on both general mathematics and general literacy achievement in grades 4 and 5. → What Works Clearinghouse 2020
Evidence¶
What Works Clearinghouse 2020¶
What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2020). eMINTS Comprehensive Program Intervention Report │ Teacher Excellence Topic Area. NCEE WWC 2020-011. https://ies.ed.gov/ncee/wwc/InterventionReport/705
q2 · i? · quant-synthesis · r2
Cluster quasi-experimental design comparing eMINTS-trained and non-eMINTS classrooms in grades 4–5. Table 6 reports average effect sizes of -0.04 (mathematics) and +0.02 (literacy), neither statistically significant after WWC clustering corrections.
"Findings from Martin et al. (2009) show evidence of indeterminate effects of eMINTS on general mathematics achievement and general literacy achievement (Table 6). These findings are based on outcome analyses that include 1,165 and 1,166 students in each domain, respectively."
Discussion¶
Related Claims¶
- Brandt et al. (2013) finds a statistically significant positive effect of eMINTS on seventh- and eighth-grade mathematics achievement — related
- eMINTS shows no discernible effects on general literacy achievement — related
- eMINTS has potentially positive effects on general mathematics achievement (improvement index +2 across two studies) — a broader claim this one bears on
- Both included studies report high-fidelity implementation of eMINTS — related
- I CAN Learn® has no discernible effects on the mathematics test scores of eighth-grade students in primary mathematics courses — related
- eMINTS produces a statistically significant positive effect on state math measures (ES +0.15) in a 3-year rural Missouri study — related
- eMINTS shows no differences in reading outcomes compared with traditional control schools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
martin-2009-indeterminate-effects |
title |
Martin et al. (2009) finds indeterminate effects of eMINTS on both mathematics and literacy achievement in grades 4–5 |
description |
Martin et al. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2020 |
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