Software product effects changed between the first and second year of the study, warranting cohort-level comparison of effectiveness¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The study measured changes in product effects between the first and second year, indicating effects were not treated as fixed across cohorts. → 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?

The report's title and summary indicate findings from two student cohorts, with effects presented for the 2005-2006 school year and changes in effects between the first and second year analyzed; no effect sizes are printed on the page.

"Teacher experience using the software was not systematically related to changes in effects between the first and second year."

Discussion¶

Related Claims¶

• 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 — related
• In a large multi-site cluster randomized study, BARR improved PSAT/NMSQT math scores in one cohort but the second cohort performed similarly to comparison students — related
• READ 180® comprehension effects are inconsistent across cohorts within the same study — related
• Green Dot Public Schools raise school attendance in the fourth year of high school, with no detectable effect on attendance in Year 1 for Cohort 3 (mixed evidence) — related
• Teacher experience using the software was not systematically related to changes in product effects between the first and second study year — related
• After one year, reading and mathematics software products did not increase or decrease test scores by amounts statistically different from zero — related
• Effects of mathematics software products were uncorrelated with classroom and school characteristics — related
• 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