SimCalc treatment effects were not sensitive to school socioeconomic status or percentage of Hispanic students, and 91% of 7th-grade treatment classrooms exceeded the control-group mean gain¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? 91% of 7th-grade treatment classrooms had mean gains exceeding the control-group mean gain. → Roschelle 2018

Evidence¶

Roschelle 2018¶

Roschelle, J., Tipton, E., Shechtman, N., Vahey, P. (2018). Generalizability of a Technology-Based Intervention to Enhance Conceptual Understanding in Mathematics (SimCalc Technical Report 10). Menlo Park, CA: SRI International. https://digitalpromise.dspacedirect.org/items/7a123d3c-22ec-46db-b7cf-709c3aa65583

q3 · i? · causal · r2

In the Texas 7th-grade experiment data, the article reports that "91% of 7th grade classrooms in the treatment group" exceeded the control mean gain, supporting broad benefit across varied classrooms.

"Indeed, 91% of 7th grade classrooms in the treatment group had mean classroom gains exceeding the mean gain in the control group, suggesting that most classrooms in T exas could see a benefit"

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group

Related Claims¶

• Effects were larger in intervention schools with a higher percentage of economically disadvantaged students or a lower percentage of White students — the general claim this finding bears on, with the studies behind it
• An adapted SimCalc intervention in Florida produced strong learning gains (ES = 1.09), significantly higher posttests than predicted from the Texas control group — related
• Propensity score analysis estimated a Texas generalizability index of 0.91, and post-stratification yielded a population average treatment effect of 1.47 versus a conventional estimate of 1.44 — related
• SimCalc replacement units produced statistically significant pretest-to-posttest gains in conceptual understanding with student-level effect sizes of .63, .50, and .56 in three Texas experiments — related
• An adapted SimCalc linear-function unit in England produced significant posttest gains versus Texas-control predictions (ES = 0.57), with no significant gain differences by poverty or prior achievement — related
• SimCalc scale-up study showed significant positive impacts on curriculum-aligned conceptual items but no significant difference on state test items — related