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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students were logged into RM-CC5 an estimated average of 56.7 minutes per day, met about 36.7 learning objectives, and schools were compliant with the program model, with extensive variation at school and student levels. → 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

q2 · i? · causal · r2

Exploratory RQ4 descriptive analysis of RM-CC5 system use metrics for 881 of 940 treatment students, aggregated at the school level (Table 3). Students met about 36.7 objectives (school SD 5.2), worked an estimated 14.5 problems per day, and spent an estimated 9.8 minutes per day in Smarter Solving. The article concludes "all the RM-CC5 schools were compliant with the program model."

"Across all treatment schools, students were logged into RM-CC5 for an overall estimated average of 56.7 minutes per day, with a school-level SD of about 7.7 minutes."

Discussion¶

Related Claims¶

• 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 — 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 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
• Practitioners identified classroom complexities and fidelity-of-implementation variability as considerations experimental research should account for beyond causal effects — related
• LMS process indicators documented adaptive engagement during the eight-week intervention, with most experimental students reaching mastery by unit end — related
• Personalized Learning Effects Vary With Fidelity — related
• Achievement effects accumulated over a third year in schools implementing personalized learning since 2012 or earlier, though not purely additively — related
• Odyssey® Math usage varied across classrooms in the DiLeo (2007) trial, partly because of differential access to technology — related