Effects of mathematics software products were uncorrelated with classroom and school characteristics¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? For math products, effects were uncorrelated with classroom and school characteristics, in contrast to the reading-product correlations. → 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

q2 · i? · causal · r?

Moderator analysis reported in the study summary found math-product effects "uncorrelated with classroom and school characteristics", contrasting with the reading-product correlations. No coefficients or test statistics are printed in the available text.

"For math products, effects were uncorrelated with classroom and school characteristics."

Discussion¶

Related Claims¶

• 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
• After one year, reading and mathematics software products did not increase or decrease test scores by amounts statistically different from zero — related
• Software product effects changed between the first and second year of the study, warranting cohort-level comparison of effectiveness — related