Assigning schools to use RM-CC5 as their core Grade 5 mathematics curriculum for a full year did not significantly change state assessment achievement compared with business-as-usual schools¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? In a 46-school RCT, the main effect of assignment to the RM-CC5 condition on Grade 5 WVGSA mathematics scores was not statistically significant; equivalence was not tested. → Nicole Shechtman 2019

Evidence¶

Nicole Shechtman 2019¶

Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton. (2019). An Efficacy Study of a Digital Core Curriculum for Grade 5 Mathematics. AERA Open. https://doi.org/10.1177/2332858419850482

q3 · i? · causal · r2

Confirmatory RQ1 analysis of the MCIS randomized controlled trial: two-level hierarchical linear models on 1,919 Grade 5 students in 23 treatment and 23 control West Virginia schools, controlling for Grade 4 WVGSA. Table 2 reports an effect size of −0.06 (coefficient −5.0, t = −0.94, p = .348). The article reports "no overall difference in outcomes between the treatment and control groups."

"a two-level MLM model controlling for Grade 4 WVGSA indicated that the main effect of assignment to condition did not result in a statistically significant difference on the Grade 5 WVGSA: There was no overall difference in outcomes between the treatment and control groups."

Discussion¶

Related Claims¶

• No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related
• RM-CC5 usage metrics correlated positively with achievement, and together accounted for an additional 7.3% of variance in Grade 5 scores beyond prior achievement, though causality and relative contributions could not be inferred — related
• 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
• RM-CC5 treatment teachers shifted toward one-on-one instruction with individual students, while control teachers led more whole-group and small-group instruction — related
• Treatment classrooms used technology far more intensively than control classrooms, whose technology use remained supplemental — related
• The authors interpret the null result as partly reflecting a tension between adaptive mastery learning and curricular coverage: students who master early topics slowly may not reach later topics tested by the state assessment — related
• Against no-treatment controls, ITS produce a large statistically significant effect (g = 1.23) under a random-effects model — related
• Math 180 randomized study: 6th graders receiving Math 180 showed greater growth on NWEA MAP mathematics than business-as-usual comparison students (ES +0.31) — related
• ASSISTments use in seventh grade produces a statistically significant long-term math achievement effect of 0.10 SD one year after implementation ends — related