Comparison of I CAN Learn and traditionally-taught 8th grade general math student performance on the California Standards Test, Spring 2004.
Kirby, P. C. (2004). New Orleans, LA: I CAN Learn.
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examining204Students, grade8
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.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.I CAN Learn® Intervention Report - Primary Mathematics
Review Details
Reviewed: August 2017
- 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.
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.I CAN Learn Pre-Algebra and Algebra Intervention Report - Middle School Math
Review Details
Reviewed: March 2009
- Randomized Controlled Trial
- Meets WWC standards with 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 |
|---|---|---|---|---|---|---|---|---|
|
California Standards Test: General Mathematics |
I CAN Learn Pre-Algebra and Algebra vs. Business as Usual |
Spring 2004 |
Grade 8;
|
315.58 |
299.73 |
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: 41%
Male: 59% -
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California
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Race Black 36% Other or unknown 35% -
Ethnicity Hispanic 29% Not Hispanic or Latino 71%
Study Details
Setting
The participating students were from Bret Harte Middle School, which is one of five middle schools in Hayward Unified School District in Alameda County, California.
Study sample
The study sample included 204 eighth-grade students enrolled in General Mathematics (91 in I CAN Learn® classes and 113 in traditionally-taught classes) in Bret Harte Middle School. The I CAN Learn® classes contained a higher proportion of African-American students, and a lower proportion of Hispanic and non-native English speaking students, than the comparison classes. Approximately 59% of the total sample were males (56% I CAN Learn®, 62% comparison) and 41% were females (44% I CAN Learn®, 38% comparison); 36% of the total sample were African-American (48% I CAN Learn®, 26% comparison), 29% were Hispanic (22% I CAN Learn®, 35% comparison), and 35% were reported as “all other” (30% I CAN Learn®, 39% comparison).
Intervention Group
Students were taught eighth-grade mathematics by one teacher using the I CAN Learn® Pre-algebra curriculum. The I CAN Learn® lessons were chosen to align to the California Mathematics Standards. The teachers used the I CAN Learn® computer system as the primary system of instructional delivery and used the Classroom Manager class management/grade book system to identify students who needed additional instruction on specific concepts. The intervention and evaluation occurred during the 2003–04 academic year.
Comparison Group
Comparison students were taught in traditional classes, with the teacher as the primary deliverer of instruction, using a curriculum based on the state-adopted Glencoe pre-algebra textbook
Outcome descriptions
The primary outcome measure was the General Mathematics exam from the California Standards Test (CST) administered in 2004. For a more detailed description of this outcome measure, see Appendix A2.
Support for implementation
The intervention teacher received professional development in using the I CAN Learn® software and managing the instructional environment.
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).