Odyssey® Math usage varied across classrooms in the DiLeo (2007) trial, partly because of differential access to technology¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Although teachers were asked to use Odyssey® Math a minimum of 90 minutes per week, actual usage levels varied across classrooms, in part because of access to technology. → usage-1

Evidence¶

usage-1¶

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017, January). Primary Mathematics intervention report: Odyssey® Math. https://ies.ed.gov/ncee/wwc/InterventionReport/669

q2 · i? · causal · r2

Implementation detail from the DiLeo (2007) cluster randomized trial. In two schools students could access the software only during weekly computer lab time, while in the other two schools it was also available via classroom wireless laptops and at home.

"Teachers were asked to use the software a minimum of 90 minutes per week, but usage levels varied across classrooms, in part because of access to technology."

Discussion¶

Related Claims¶

• DiLeo (2007) finds a substantively important but statistically non-significant positive effect of Odyssey® Math on grade 5 PSSA math scores — related
• In the reviewed RCT, students averaged 21.8 hours of DreamBox usage, below the developer's recommended 90 minutes per week — related
• Wijekumar et al. (2009) finds no statistically significant difference between Odyssey® Math and comparison classrooms on grade 4 TerraNova math scores — related
• Students used their assigned ed-tech tools far below recommended levels, and usage declined over the summer — related
• Math gains from the CAL program occur in classrooms with at least an average of 35 minutes of practice per week — a broader claim this one bears on
• Treatment students substantively engaged with RM-CC5 across the school year and all treatment schools met the program's implementation intensity benchmarks, though engagement varied widely between schools and students — related