Evaluation of KidBiz3000: Bayonne study final report.
Tracey, D. H., & Young, J. W. (2004). Lakewood, NJ: Achieve3000.
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examining156Students, grade5
Achieve3000® Intervention Report - Adolescent Literacy
Review Details
Reviewed: February 2018
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
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 Achieve3000®.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
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|---|---|---|---|---|---|---|---|---|---|
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Scholastic Reading Inventory (SRI) |
Achieve3000® vs. Business as usual |
9 Months |
Grade 5;
|
866.06 |
817.57 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Scholastic Reading Inventory (SRI) |
Achieve3000® vs. Business as usual |
3 Months |
Grade 5, time 2: 3 months;
|
829.40 |
820.92 |
No |
-- | ||
|
Scholastic Reading Inventory (SRI) |
Achieve3000® vs. Business as usual |
6 Months |
Grade 5, time 3: 6 months;
|
874.93 |
871.51 |
No |
-- | ||
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: 50%
Male: 50% -
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New Jersey
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Race Black 6% Other or unknown 17% White 70% -
Ethnicity Hispanic 18% Not Hispanic or Latino 82%
Study Details
Setting
The study was conducted in the Bayonne school district in New Jersey.
Study sample
This study examined the effects of KidBiz3000® in 11 fifth-grade classrooms in five Bayonne schools. The study took place over one school year (2003–04). KidBiz3000® was implemented in seven classrooms: four received differentiated instruction, and three received undifferentiated instruction (see below). Four classrooms participated in the comparison condition. Students were pretested using a standardized assessment administered by the school district; however, no demographic data were available on the study sample. In the Bayonne school district, the population was 70% White, 18% Hispanic, and 6% African-American. One-third of the district's students were certified for free or reduced-price lunch. The study established baseline equivalence between the differentiated instruction and comparison classrooms. The analytic sample included 156 students in grade 5: 80 students were in the KidBiz3000® group, and 76 students were in the comparison group. Baseline equivalence was not established between the undifferentiated instruction and comparison groups, and therefore not included in this review.
Intervention Group
KidBiz3000® is the elementary school version of Achieve3000® that targets students in grades 2–5. KidBiz3000® was implemented in 40-minute sessions in the computer lab, two times per week over the school year. Some students had access to the program from home as well. The study included two variants of the KidBiz3000® program, which the study authors referred to as differentiated instruction (four classrooms) and undifferentiated instruction (three classrooms). The differentiated (general) version of the intervention, which uses the program’s full set of features, used materials targeted towards the reading level of the individual student using the intervention software, while the undifferentiated (and unique to this study) version included materials targeted toward the general reading level of the grade. The KidBiz3000® intervention was used to supplement a standard core reading curriculum; however, the authors did not identify which core curriculum was used.
Comparison Group
The comparison condition was business-as-usual reading instruction. As standard in the district, they had one session in the computer lab per week. The comparison classrooms did not receive a supplemental curriculum.
Support for implementation
The study included professional development for teachers, consisting of two 2.5-hour large-group training sessions and one 1-hour small-group session. Teachers were able to obtain follow-up help if needed.
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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Tracey, D. H., & Young, J. W. (2005). Bayonne, NJ schools 2003-2004. Lakewood, NJ: Achieve3000.
Achieve3000® Intervention Report - Beginning Reading
Review Details
Reviewed: September 2017
- The study is ineligible for review because it does not use a sample within the age or grade range specified in 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 Achieve3000®.
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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Tracey, D. H., & Young, J. W. (2005). Bayonne, NJ schools 2003-2004. Lakewood, NJ: Achieve3000.
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).