No studies of enVisionMath that fall within the scope of the Primary Mathematics review protocol meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of enVisionMath on the achievement of primary students in kindergarten through grade 6. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.
A summary of the effectiveness of an intervention in an outcome domain, based on the quality of research, the statistical significance of findings, the magnitude of findings, and the consistency of findings across studies.
Positive: strong evidence that intervention had a positive effect on outcomes.
Potentially Positive: evidence that intervention had a positive effect on outcomes with no overriding contrary evidence.
Mixed: evidence that intervention’s effect on outcomes is inconsistent.
No Discernible: no evidence that intervention had an effect on outcomes.
Potentially Negative: evidence that intervention had a negative effect on outcomes with no overriding contrary evidence.
Negative: strong evidence that intervention had a negative effect on outcomes.
For more, please see the WWC Glossary entry for rating of effectiveness.
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.
The percent of each characteristic is based on the sample size of all studies meeting standards that reported data on the characteristic.
Percentages below may not add to 100 percent.
Last Updated: June 2016
This intervention report was prepared for the WWC by Mathematica under contract ED-IES-13-C-0010.