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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? UK gain scores did not differ significantly by free-school-meal poverty level or prior mathematics achievement, despite pretest differences. → 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

q2 · i? · causal · r2

UK analysis of gain scores by free-school-meal poverty and prior achievement; high-poverty and low-achievement students scored lower at pretest but "no significant difference in mean student gain score across these demographics" was found.

"However, there was no significant difference in mean student gain score across these demographics."

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
• 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 — related
• An adapted SimCalc intervention in Florida produced strong learning gains (ES = 1.09), significantly higher posttests than predicted from the Texas control group — 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
• Mentoring experiences did not differ statistically significantly across districts with different poverty, achievement, or rurality levels — related
• More than 50% of participating teachers continued using the SimCalc intervention a year after the research ended, with perceived coherence and unique value predicting continued use — 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 scale-up study showed significant positive impacts on curriculum-aligned conceptual items but no significant difference on state test items — related
• Technology-supported adaptive teaching units showed significant learning gains, larger for low-prior-knowledge students and high implementation fidelity — related