Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort

Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort

Report to Congress
Published: Mar 30, 2007
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Associated Project

Educational Technology: Does It Improve Academic Achievement?

Time frame: 2003-2009

Prepared for:

U.S. Department of Education, Institute of Education Sciences

Authors

Mark Dynarski

Roberto Agodini

Sheila Heaviside

Nancy Carey

Barbara Means

Robert Murphy

William Penuel

Hal Javitz

Deborah Emery

Willow Sussex

The No Child Left Behind Act called for the U.S. Department of Education to conduct a national study of the effectiveness of educational technology. The study identified reading and mathematics software products based on prior evidence of effectiveness and other criteria and used an experimental design to assess the effects of technology products, with volunteering teachers randomly assigned to use or not use selected products. On average, after one year, products did not increase or decrease test scores by amounts that were statistically different from zero. In addition, effects were correlated with some classroom and school characteristics. For reading products, effects on overall test scores were correlated with the student-teacher ratio in first grade classrooms and with the amount of time that products were used in fourth grade classrooms. For math products, effects were uncorrelated with classroom and school characteristics.

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