WWC review of this study

Evaluation of KidBiz3000: Bayonne study final report.

Tracey, D. H., & Young, J. W. (2004). Lakewood, NJ: Achieve3000.

  • Quasi-Experimental Design
     examining 
    156
     Students
    , grade
    5

Reviewed: February 2018

No statistically significant positive
findings
Meets WWC standards with reservations
Comprehension outcomes—Substantively important positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Scholastic Reading Inventory (SRI)

Achieve3000® vs. Business as usual

9 Months

Grade 5;
156 students

866.06

817.57

No

--
More Outcomes
Show Supplemental Findings

Scholastic Reading Inventory (SRI)

Achieve3000® vs. Business as usual

3 Months

Grade 5, time 2: 3 months;
156 students

829.40

820.92

No

--

Scholastic Reading Inventory (SRI)

Achieve3000® vs. Business as usual

6 Months

Grade 5, time 3: 6 months;
156 students

874.93

871.51

No

--

Characteristics of study sample as reported by study author.


  • 33% Free or reduced price lunch

  • Female: 50%
    Male: 50%
  • Race
    Black
    6%
    Not specified
    17%
    White
    70%
  • Ethnicity
    Hispanic
    18%
    Not Hispanic
    82%

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    New Jersey

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.

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.

  • Tracey, D. H., & Young, J. W. (2005). Bayonne, NJ schools 2003-2004. Lakewood, NJ: Achieve3000.

Reviewed: September 2017

Study sample characteristics were not reported.

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.

  • Tracey, D. H., & Young, J. W. (2005). Bayonne, NJ schools 2003-2004. Lakewood, NJ: Achieve3000.

 

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