I CAN Learn in Orleans parish public schools: Effects on LEAP 8th grade math achievement, 2003–2004.
Kirby, P. C. (2006). New Orleans, LA: I CAN Learn.
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examining2,400Students, grade8
I CAN Learn® Intervention Report - Primary Mathematics
Review Details
Reviewed: August 2017
- The study is ineligible for review because it is out of scope of the protocol
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for I CAN Learn®.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Kirby, P. C. (2004). I CAN Learn in Orleans parish public schools: Effects on LEAP 8th grade math achievement, 2003–2004. New Orleans, LA: I CAN Learn.
I CAN Learn® Algebra Intervention Report - Secondary Mathematics
Review Details
Reviewed: August 2017
- The study is ineligible for review because it is out of scope of the protocol
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for I CAN Learn® Algebra.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
-
Kirby, P. C. (2004). I CAN Learn in Orleans parish public schools: Effects on LEAP 8th grade math achievement, 2003–2004. New Orleans, LA: I CAN Learn.
I CAN Learn® Geometry Intervention Report - Secondary Mathematics
Review Details
Reviewed: August 2017
- The study is ineligible for review because it is out of scope of the protocol
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for I CAN Learn® Geometry.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
-
Kirby, P. C. (2004). I CAN Learn in Orleans parish public schools: Effects on LEAP 8th grade math achievement, 2003–2004. New Orleans, LA: I CAN Learn.
Grant Competition
Review Details
Reviewed: September 2016
- Grant Competition (findings for I CAN Learn Mathematics Program)
- Randomized Controlled Trial
- Does not meet WWC standards because equivalence of the analytic intervention and comparison groups is necessary and not demonstrated.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.I CAN Learn Pre-Algebra and Algebra Intervention Report - Middle School Math
Review Details
Reviewed: March 2009
- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for I CAN Learn Pre-Algebra and Algebra.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
LEAP Math scale scores |
I CAN Learn Pre-Algebra and Algebra vs. Business as usual |
2003-2004 |
Grade 8;
|
295.30 |
278.82 |
Yes |
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 62%
Male: 38% -
Urban
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Louisiana
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Race Black 96% White 1% -
Ethnicity Hispanic 1% Not Hispanic or Latino 99%
Study Details
Setting
The participating students were from the Orleans Parish public school system, which includes the city of New Orleans. The participating schools were selected for this study based on two criteria: the schools included both traditional and I CAN Learn® eighth-grade classes, and those classes included at least 20 students each.
Study sample
The study sample included 2,400 eighth-grade students (1,082 I CAN Learn® students and 1,318 traditional mathematics students) and 57 math teachers (29 teachers taught only traditional classes; 15 taught only I CAN Learn® classes; 13 taught both classes) in 13 Orleans Parish Public Schools. After school clerks entered student names and courses, the Pearson SASI® Basic Scheduling (3rd edition) software program used a random assignment algorithm to schedule the students into intervention and comparison classes. Teachers were not randomized to conditions. Only students with no special education classification were included in the analyses. About 96% of the students in the I CAN Learn® and traditional group were African-American, less than 1% were Hispanic, and less than 0.5% were Caucasian. Of these students, approximately 50% of the I CAN Learn® group and 50% of the traditional class group were female.
Intervention Group
Students were taught using the I CAN Learn® mathematics curriculum. According to the author, I CAN Learn® students are expected to complete about 100 lessons during a school year. However, intervention students in this study began using I CAN Learn® in the second semester of the 2003–04 school year. Students completed 12.1 lessons on average, with time spent on I CAN Learn® ranging from using only the test prep module to completing 95 lessons. The intervention and evaluation occurred during the 2003–04 academic year.
Comparison Group
Comparison students were taught in traditional classes with the teacher serving as the primary deliverer of instruction. The author did not provide further information on the curriculum.
Outcome descriptions
The primary outcome measure was the Louisiana Educational Assessment Program (LEAP) Grade 8 Mathematics Exam administered in spring 2004. For a more detailed description of this outcome measure, see Appendix A2.
Support for implementation
Information on teacher training was not provided.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).