Evaluation of the Effectiveness of Educational Technology Interventions

Contractor: Mathematica Policy Research, Inc. with SRI International

Key Staff:
Mark Dynarski (MDRC)
Roberto Agodini (MDRC)
Barbara Means (SRI)

Research Questions:

• Does the use of educational technology improve student achievement in reading and/or mathematics?
• Under what conditions and practices does the use of educational technology improve student achievement in reading and/or mathematics?

Design: This mandated evaluation is assessing the impact of competitively selected educational technologies that are intended to improve student academic achievement in reading and/or in mathematics. Sixteen educational technology products were implemented in schools during the 2004-05 school year. The impact of educational technology on reading or mathematics achievement was measured through an experimental methodology in which volunteer teachers were randomly assigned to educational technologies. Results were reported for four groups of technology products: reading in 1st and 4th grades, 6th grade math, and 9th grade algebra. The conditions and practices under which educational technology is most effective was measured by a correlational analysis in which the conditions in the school and classroom as well as teacher practice will be measured.

Data on implementation of the interventions and their impact on student achievement were collected during the 2004-2005 school year., and a report was released in April 2007. Follow-up data on a second cohort of students using ten products was been collected during the 2005-2006 school year, and impacts will be reported for individual products.

Duration: 4 1/2 years (September 1, 2003 - March 1, 2008)

Reports: The final report on this study will be announced on http://ies.ed.gov/ncee/.

Current Status: (December 2007) The mandated report was released in April 2007. Data collection on a second cohort of students using ten products has been completed and is being analyzed.