Peer reviewed
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Direct linkERIC Number: ED485392
Record Type: Non-Journal
Publication Date: 2004-Oct-28
Pages: 4
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Evaluation of Jefferson Parish Technology Grant: I CAN Learn[R] Algebra I. What Works Clearinghouse Brief Study Report
What Works Clearinghouse
Brooks (1999) compared algebra achievement of students enrolled in the intervention group (I CAN Learn[R] classes) to that of students enrolled in the comparison group (traditional classes) at pretest, midyear, and posttest. Brooks found that students in the I CAN Learn[R] classes achieved higher scores in algebra than students in traditional classes at both midyear and posttest, and the difference was statistically significant. The results should be viewed with caution because the unit of analysis (student) does not match the unit of assignment (classrooms).
Descriptors: Algebra, Intervention, Middle School Students, Mathematics Curriculum, Mathematics Achievement, Sample Size
What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Publication Type: Book/Product Reviews; Reports - Evaluative
Education Level: Grade 10; Grade 7; Grade 8; Grade 9
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: What Works Clearinghouse (ED) Washington, DC.
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED504431
