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ERIC Number: ED616922
Record Type: Non-Journal
Publication Date: 2021-Jun
Pages: 23
Abstractor: As Provided
Randomized Trial of Elementary School ST Math Software Intervention Reveals Significant Efficacy
Mark Bodner; Andrew Coulson
Grantee Submission
A randomized controlled trial group design study funded by IES NCR Grant R305A090527 was conducted in which 16,307 3rd, 4th, and 5th grade students in 52 school grade-level clusters were randomly assigned to receive ST Math (program revision Gen3), a supplemental mathematics software instructional intervention, or to a business-as-usual mathematics instruction control. After checking for acceptable attrition, and with control for baseline equivalency, Intent-to-treat (ITT) hierarchical linear model (HLM) findings on the California Standards Test math reveal a significant difference in differences treatment effect at the student level across all grades (p<0.0005). Analysis of the individual grade-levels reveals larger increases in student standardized math scores in schools receiving the intervention than controls, with ANCOVA revealing significantly higher increases achieved individually for 4th and 5th grades (p<0.001). [This report was published by the MIND Research Institute.]
Publication Type: Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 3; Primary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California
IES Funded: Yes
Grant or Contract Numbers: R305A090527