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¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Across the 10 computer-based reading and math products studied, only one product showed statistically significant positive effects in the 2005-2006 school year. → Larissa Campuzano 2009
Evidence¶
Larissa Campuzano 2009¶
Larissa Campuzano, Mark Dynarski, Roberto Agodini, Kristina Rall. (2009). Effectiveness of Reading and Mathematics Software Products: Findings from Two Student Cohorts. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/
q3 · i? · causal · r?
Final report of a congressionally mandated study presenting effects for the 2005-2006 school year for "10 computer-based reading and math products"; the report states that "only one product had statistically significant positive effects."
"This final report from Mathematica's congressionally mandated study of educational technology presents effects for the 2005-2006 school year for 10 computer-based reading and math products."
Discussion¶
Related Claims¶
- Software product effects changed between the first and second year of the study, warranting cohort-level comparison of effectiveness — related
- The WWC rated DaisyQuest as having positive effects on phonological processing, its highest applicable rating — related
- After one year, reading and mathematics software products did not increase or decrease test scores by amounts statistically different from zero — a broader claim this one bears on
- 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
one-of-ten-software-products-significant-positive-effects |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — larissa-campuzano-2009 |
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