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Effectiveness of Reading and Mathematics Software Products

NCEE 2009-4041
February 2009

First-Year Effects of Fourth Grade Technology Products

  • Differences in Test Scores Were Not Statistically Different from Zero. Overall reading scores for students in treatment and control classrooms were 42.1 and 41.7, respectively (in normal curve equivalent units). The difference was not statistically different from zero.
  • Some Classroom and School Characteristics Were Correlated with Product Effects. For the overall score, a statistically significant correlation was found between product effects and product usage. For the word study skills score, statistically significant correlations were found between product effects and teaching experience, whether the product was used in the classroom, whether teachers had participated in technology professional development, and the percentage of students that were African American.