Explore · I4I

Educational Software Products Study

2009

This study evaluated 10 educational software products across reading and mathematics in grades 1, 4, 6, and Algebra I. Products included Destination Reading, Headsprout Early Reading, PLATO Focus, and Waterford Early Reading Program for first grade reading; Academy of Reading and LeapTrack for fourth grade reading; PLATO Achieve Now and Larson Pre-Algebra for sixth grade math; and Cognitive Tutor Algebra I and Larson Algebra I for high school algebra. Most products supplemented core curriculum, though PLATO Focus and Cognitive Tutor served as core curriculum. Products were implemented in diverse, predominantly low-income school districts through random assignment of volunteer teachers to treatment (using products) or control (not using products) groups. Implementation varied by product but generally involved teacher training (ranging from 2 hours to 6 days), ongoing vendor support via phone/email, and student usage in computer labs or classrooms. Recommended usage ranged from 15-45 minutes per session, 2-5 days per week. The study collected fall and spring standardized test scores over two school years (2004-2005 and 2005-2006) to measure product effectiveness.

1st Grade 4th Grade 6th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade

CompassLearning Odyssey Math

2009

CompassLearning Odyssey Math is a computer-based mathematics instructional software designed to improve math learning for grade 4 students. The software consists of web-accessed learning activities, assessments, and math tools delivered through individualized instruction. In this study, Odyssey Math was implemented as a partial substitute for the standard math curriculum, with teachers advised to use it for 60 minutes per week. Students accessed the software individually on computers with headphones, working through multimedia-based interactive learning activities, practice tasks with feedback, and built-in assessments. The software allows teachers to select activities for students or let the software assess each student's skill level and place them in appropriate learning activities. Intervention teachers received five 'days' of professional development, consisting of two large group sessions (covering software navigation, curriculum components, tests, and assessments) and three one-on-one in-class coaching sessions (covering startup, management, incorporating Odyssey Math into lesson plans, developing assessments, and scaffolding assignments).

4th Grade

POWERSOURCE

2009

POWERSOURCE is a formative assessment intervention for 6th-grade mathematics that targets key algebraic concepts including rational number equivalence, properties of arithmetic (distributive property), principles for solving linear equations, and application of core principles to other mathematical areas. The intervention includes short Checks for Understanding assessments (8-10 items initially, then 4-5 items for subsequent checks), instructional resources with lesson scripts and student worksheets, and professional development for teachers. Teachers administer three Checks for Understanding per domain across approximately eight class periods, with instruction adjusted based on assessment results. The intervention is designed to complement existing curricula and focuses on big ideas that are prerequisites for success in Algebra 1.

6th Grade

Middle School Mathematics Professional Development Program

2010

The Middle School Mathematics Professional Development Program is a comprehensive professional development intervention designed for seventh-grade mathematics teachers in mid- and high-poverty schools. The program focuses on positive rational numbers (fractions, decimals, ratio, rate, proportion, and percent) and aims to develop both common knowledge of mathematics (CK) and specialized knowledge of mathematics for teaching (SK). The program consists of 68 contact hours delivered over one school year, including a 3-day summer institute (18 hours), five 1-day seminars during the school year (30 hours), and 10 days of in-school coaching (20 hours). The PD was delivered by two providers (America's Choice and Pearson Achievement Solutions) to treatment teachers in 40 schools across 12 districts. The program emphasizes active learning through problem-solving, small group work, presentations, and discussions about student misconceptions. Coaching visits are coupled with seminars and scheduled to align with when rational number topics are taught according to district pacing guides. Prior to implementation, facilitators participated in week-long training programs and all materials underwent pilot testing and expert review.

7th Grade

Reading Apprenticeship Academic Literacy and Xtreme Reading

2008

Reading Apprenticeship Academic Literacy (designed by WestEd) and Xtreme Reading (designed by the University of Kansas Center for Research on Learning) are supplemental literacy programs designed as full-year courses for ninth-grade students reading two or more years below grade level. Both programs replace a ninth-grade elective class and aim to help students adopt strategies used by proficient readers, improve comprehension skills, and increase motivation to read. The programs meet for a minimum of 225 minutes per week in classes of 12-15 students. Reading Apprenticeship uses 'flexible fidelity' with teachers adapting lessons to student needs while maintaining program themes. Xtreme Reading follows prescribed daily lesson plans with structured activities. Both programs received five-day summer training institutes, booster training sessions during the school year, and minimum two one-day coaching visits. Teachers were experienced English/language arts or social studies teachers with an average of over 11 years of teaching experience.

9th Grade

DC Opportunity Scholarship Program (OSP)

2010

The DC Opportunity Scholarship Program (OSP) is a federally funded private school voucher program that provides scholarships worth up to $7,500 to low-income students in Washington, DC, particularly those attending schools in need of improvement (SINI). The scholarships can be used to cover tuition, school fees, and transportation to participating private schools. Students are awarded scholarships through random lottery when there are more eligible applicants than available scholarships or open slots. Scholarships are renewable for up to five years as long as students remain eligible and maintain good academic standing. To be eligible, students must reside in DC and have family income at or below 185 percent of the federal poverty line. The program has been operated by the Washington Scholarship Fund (WSF) and has served over 8,400 applicants since 2004, with approximately 1,700 scholarship students supported annually.

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade

Linguistic Modification of Math Test Items

2010

Linguistic Modification of Math Test Items is a test accommodation that reduces the language complexity of mathematics test items without altering the mathematical construct being assessed. The accommodation targets middle school students (grades 7-8), particularly English language learners and non-English-language-arts-proficient students. Two sets of 25 multiple-choice math items were developed: one with original items from released state and national assessments, and one with linguistically modified versions of those items. Items were selected from measurement and number sense/operations content strands. Linguistic modification strategies included reducing sentence length and complexity, using common or familiar words, changing passive to active voice, simplifying grammatical structures, and using concrete language. The item sets were administered in paper-pencil format during one class period (approximately 50 minutes). Students worked individually at their desks, circling responses in test booklets. Calculator use was allowed. Before operational testing, items underwent expert review, cognitive interviews with students, and pilot testing to ensure appropriate linguistic modification without construct alteration. Test administrators (classroom teachers) followed standardized protocols, and materials included test directions in English and Spanish.

7th Grade 8th Grade

Teacher Advancement Program (TAP)

2010

The Teacher Advancement Program (TAP) is a schoolwide reform program designed to improve schools by raising teacher quality. Under the TAP model, teachers can earn extra pay and responsibilities through promotion to mentor or master teacher positions, as well as annual performance bonuses based on a combination of their value added to student achievement and observed classroom performance. The program targets K-8 elementary schools and includes weekly meetings of teachers and mentors (cluster groups) and regular classroom observations by a school leadership team to help teachers meet their performance goals. Chicago TAP specifically includes performance pay for principals and other school staff in addition to teachers. Teachers receive performance bonuses (averaging $1,100 in year one and $2,653 in year two), mentor teachers receive $7,000 per year, and lead teachers receive $15,000 as salary augmentation. The program is implemented through face-to-face delivery with professional development and training required for staff before implementation.

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

School Closing Policy

2009

Between 2001 and 2006, Chicago Public Schools closed 18 elementary schools for either underutilization (low enrollment relative to capacity) or chronic underperformance (low academic achievement). The policy required displaced students to transfer to new schools, with CPS designating nearby receiving schools with redrawn attendance boundaries. Students could also apply to any CPS school with available seats. The intervention affected 5,445 students in kindergarten through eighth grade who had to leave their schools and enroll elsewhere. Most designated receiving schools were in close proximity to closing schools, though families were informed they could apply to higher-performing schools across the district. The policy aimed to improve educational outcomes by moving students from failing schools to academically stronger environments and to reduce costs by closing underutilized buildings.

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

Four Reading Interventions: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading

2006

This study evaluates four widely used remedial reading programs for struggling readers in grades 3 and 5: Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading. The interventions were delivered as pull-out programs in small groups of three students, meeting five days per week for approximately 50-minute sessions from November 2003 through May 2004, totaling about 90 hours of instruction on average. Three interventions (Corrective Reading, Spell Read P.A.T., and Wilson Reading) focus primarily on word-level skills including phonemic awareness, phonemic decoding, and reading fluency through systematic and explicit instruction. Failure Free Reading focuses on building sight vocabulary, fluency, and comprehension through computer-based lessons, workbook exercises, and teacher-led instruction. Teachers were recruited from participating schools and received approximately 70 hours of professional development and support during the implementation year, including 30 hours of initial intensive training, 24 hours during a practice period, and 14 hours of supervision during the intervention phase.

3rd Grade 5th Grade