For report NCEE 2012-4005 Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region: Final Report http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=REL20114005
This data file contains data from a cluster randomized trial examined the impact of the Classroom Assessment for Student Learning program on student achievement in mathematics. The study found no direct causal evidence supporting CASL's effectiveness in raising student achievement or improving other student and teacher outcomes. Sixty-seven schools from 32 districts in Colorado participated in the study. These schools were not specifically selected using any sampling methodology; rather, they volunteered to participate in the study. Thirty-three schools were randomly assigned to the intervention group (CASL), and thirty-four schools were randomly assigned to the control group (where teachers conducted their regular professional development activities). The final student impact analysis sample included 9,596 students from the study schools.
