The vPLC-augmented ASSISTments treatment sample comprised 59 teachers and 2,855 students in grades 6-8 from 36 public schools across 24 U.S. states, half in rural areas¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The treatment group included 59 teachers and their 2,855 students in grades 6-8, drawn from 36 public schools across 24 states, with 55% eligible for free or reduced-price lunch and 50% in rural areas. → Feng 2025
Evidence¶
Feng 2025¶
Feng, M., Li, L., Brezack, N., Huang, C.-W., Luttgen, K., Grady, J., Yang, S., Lavine, A., Collins, K., & Schneider, M. (2025). Scaling teachers' professional development for ASSISTments: Evaluation final report. WestEd. https://eric.ed.gov/?id=ED677852
q2 · i? · causal · r?
Descriptive participant reporting in the Settings and Participants section of the QED study. The final treatment sample included "middle school math teachers from 36 public schools across 24 U.S. states", with 18 rural schools and 23 Title I-eligible schools; 55% of students were eligible for free or reduced-price lunch.
"The treatment group involved 59 teachers and their 2,855 students in 6th through 8th grades"
Discussion¶
Related Claims¶
- vPLC-augmented ASSISTments did not significantly improve overall middle school math achievement relative to a virtual comparison group — related
- A virtual comparison group matched on pretest, locale, FRL, and test dates achieved baseline equivalence with the treatment group (effect size = -0.03) — related
- Low-performing students (below the 50th pretest percentile) showed significant improvement with vPLC-augmented ASSISTments — related
- Rural students overall did not show a significant effect, but low-performing rural students did — related
- Across the full sample, students receiving the ASSISTments intervention performed comparably to their virtual comparison peers on end-of-year MAP Growth — related
- Implementation data show teachers shifted independent practice toward in-class ASSISTments assignments, a change the study links to more equitable access for rural students with limited home connectivity — related
- Students with lower baseline performance (below the 50th percentile) showed significantly greater math achievement gains with ASSISTments than matched virtual peers — related
- Achievement-quartile analysis shows the intervention was most effective for students in the 2nd quartile (25th–50th percentiles) of baseline achievement — related
- Early trends suggest students of teachers using ASSISTments as the sole math edtech tool may have benefited more than students where it was part of a suite of tools — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
treatment-sample-rural-middle-schools-assistments |
title |
The vPLC-augmented ASSISTments treatment sample comprised 59 teachers and 2,855 students in grades 6-8 from 36 public schools across 24 U.S. states, half in rural areas |
description |
The vPLC-augmented ASSISTments treatment sample comprised 59 teachers and 2,855 students in grades 6-8 from 36 public schools across 24 U.S. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
recheck_by |
2028 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — feng-2025 |
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