WWC review of this study

Effectiveness of an Individualized Computer-Driven Online Math K-5 Course in Eight California Title I Elementary Schools

Suppes, P., Holland, P. W., Hu, Y., Vu, M. (2013). Educational Assessment, 18, 162-181 Retrieved from: https://eric.ed.gov/?id=EJ1023953

  • Randomized Controlled Trial
     examining 
    1,484
     Students
    , grades
    2-5

Reviewed: February 2021

No statistically significant positive
findings
Meets WWC standards without reservations
General Mathematics Achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

California Mathematics Standards Tests

Stanford University's Education Program for Gifted Youth (EPGY) vs. Worksheets from a textbook or Renaissance Learning Accelerated Mathematics

0 Days

Grade: 3, 4, 5;
1,144 students

N/A

N/A

No

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More Outcomes

California Mathematics Standards Tests

Stanford University's Education Program for Gifted Youth (EPGY) vs. Worksheets from a textbook or Renaissance Learning Accelerated Mathematics

0 Days

Grade: 2;
340 students

N/A

N/A

No

--

Characteristics of study sample as reported by study author.

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    California

Setting

The study was conducted in eight Title I elementary schools, serving grades K-5, across three districts in California. All schools were within a 50-mile radius of Stanford University. The study was conducted during the 2006-2007 school year.

Study sample

All schools that participated in the study were Title I schools. The study does not present additional sample characteristics.

Intervention Group

The Education Program for Gifted Youth (EPGY) was a technology-driven, computer-managed individualization of the math curriculum. For this study, the EPGY curriculum was revised for a non-gifted student population and provided in addition to the standard math curriculum delivered by the classroom teacher. The revised EPGY curriculum omitted more difficult, optional parts of the curriculum and had some adjustment in the learning parameters for individual student motion in the course. EPGY students spent 20 minutes per day, 5 days per week in a computer lab under the supervision of a classroom teacher and an EPGY School Site Instructor to work on an EPGY technology-driven version of their math curriculum. Students participated in EPGY for approximately one school year (school year 2006-2007).

Comparison Group

Students in the comparison group remained in their classrooms (that is, were not pulled out to computer labs) and received an alternative intervention consisting of seatwork that was either worksheets from adopted textbooks or worksheets from the Renaissance Learning Accelerated Mathematics product, which was widely used across the study districts. Students in the comparison group also received the standard math instruction delivered by their classroom teachers.

Support for implementation

All EPGY students worked under the supervision of a classroom teacher and an EPGY School Site Instructor.

 

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