Math performance continues to be an important focus for improvement. Many districts adopted educational technology programs to support student learning and teacher instruction. The ASSISTments program provides feedback to students as they solve homework problems and automatically prepares reports for teachers about student performance on daily assignments. During the 2018-19 and 2019-20 school years, WestEd led a large-scale randomized controlled trial to replicate the effects of ASSISTments in 63 schools in North Carolina in the US. 32 treatment schools implemented ASSISTments in 7th-grade math classrooms. Recently, we conducted a follow-up analysis to measure the long-term effects of ASSISTments on student performance one year after the intervention,
when the students were in 8th grade. The initial results suggested that implementing ASSISTments in 7th grade improved students’ performance in 8th grade and minority students benefited more from the intervention.
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This content will become publicly available on July 1, 2024
Promising Long Term Effects of ASSISTments Online Math Homework Support
Math performance continues to be an important focus for improve-
ment. Many districts adopted educational technology programs to support student
learning and teacher instruction. The ASSISTments program provides feedback
to students as they solve homework problems and automatically prepares reports
for teachers about student performance on daily assignments. During the 2018-
19 and 2019-20 school years, we conducted a large-scale randomized controlled
trial to replicate the effects of ASSISTments in 63 schools in North Carolina in
the US. 32 treatment schools implemented ASSISTments in 7th-grade math class-
rooms. Recently, we conducted a follow-up analysis to measure the long-term
effects of ASSISTments on student performance one year after the intervention,
when the students were in 8th grade. The initial results suggested that implement-
ing ASSISTments in 7th grade improved students’ performance in 8th grade and
minority students benefited more from the intervention.
more »
« less
- Award ID(s):
- 1917808
- NSF-PAR ID:
- 10425035
- Date Published:
- Journal Name:
- AIED 2023
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Math performance continues to be an important focus for improve- ment. Many districts adopted educational technology programs to support student learning and teacher instruction. The ASSISTments program provides feedback to students as they solve homework problems and automatically prepares reports for teachers about student performance on daily assignments. During the 2018- 19 and 2019-20 school years, WestEd led a large-scale randomized controlled trial to replicate the effects of ASSISTments in 63 schools in North Carolina in the US. 32 treatment schools implemented ASSISTments in 7th-grade math class- rooms. Recently, we conducted a follow-up analysis to measure the long-term effects of ASSISTments on student performance one year after the intervention, when the students were in 8th grade. The initial results suggested that implement- ing ASSISTments in 7th grade improved students’ performance in 8th grade and minority students benefited more from the intervention.more » « less
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Abstract As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (
n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement.
