ASSISTments Replication Study - 2019-2020 cohort
Principal Investigator(s): View help for Principal Investigator(s) Mingyu Feng, WestEd; Neil Heffernan, Worcester Polytechnic Institute; Robert Murphy, SRI; Jeremy Roschelle, Digital Promise
Version: View help for Version V1
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text/csv | 48.5 MB | 12/22/2022 06:19:PM |
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application/vnd.openxmlformats-officedocument.wordprocessingml.document | 32.2 KB | 12/27/2022 12:11:PM |
Project Citation:
Feng, Mingyu, Heffernan, Neil, Murphy, Robert, and Roschelle, Jeremy. ASSISTments Replication Study - 2019-2020 cohort. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2022-12-27. https://doi.org/10.3886/E183645V1
Project Description
Summary:
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The purpose of the ASSISTments Replication Study is to conduct a replication study of the impact of a fully developed, widely adopted intervention called ASSISTments on middle school student mathematics outcomes. ASSISTments is an online formative assessment platform that provides immediate feedback to students and supports teachers in their use of homework to improve math instruction and learning. Findings from a previous IES-funded efficacy study, conducted in Maine, indicated this intervention led to beneficial impacts on student learning outcomes in 7th grade. The current study examined the impacts of this intervention with a more diverse sample and relied on trained local math coaches (instead of the intervention developers) to provide professional development and support to teachers. Participating schools (and all 7th grade math teachers in the school) in this study were randomly assigned to either a treatment or control group. Teachers participated in the project over a two year period, the 2018-19 school year and the 2019-20 school year. The 2018-19 school year was to serve as a ramp-up year. Data used in the final analysis was collected during the second year of the study, the 2019-20 school year.
The data contained in this project is primarily from the 2019-20 school year and includes student ASSISTments usage data, teacher ASSISTments usage data, student outcome data, and teacher instructional log data. Student outcome data is from the online Mathematics Readiness Test for Grade 8 developed by Math Diagnostic Test Project (MDTP). The teacher instructional log had teachers to answer questions about their daily instructional practices over the span of 5 consecutive days of instruction. They were asked to participate in 3 rounds of logs over the course of the 2019-2020 school year. Student and teacher usage data of ASSISTments were collected automatically as they used the system. The usage data was limited to treatment group only. Other data (outcome data, teacher instructional log data) were collected from both treatment and control groups.
The data contained in this project is primarily from the 2019-20 school year and includes student ASSISTments usage data, teacher ASSISTments usage data, student outcome data, and teacher instructional log data. Student outcome data is from the online Mathematics Readiness Test for Grade 8 developed by Math Diagnostic Test Project (MDTP). The teacher instructional log had teachers to answer questions about their daily instructional practices over the span of 5 consecutive days of instruction. They were asked to participate in 3 rounds of logs over the course of the 2019-2020 school year. Student and teacher usage data of ASSISTments were collected automatically as they used the system. The usage data was limited to treatment group only. Other data (outcome data, teacher instructional log data) were collected from both treatment and control groups.
Funding Sources:
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United States Department of Education. Institute of Education Sciences. National Center for Education Statistics (R305A170641)
Scope of Project
Subject Terms:
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math education;
education technology
Geographic Coverage:
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North Carolina, United States
Time Period(s):
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7/2018 – 6/2019 (2018-2019 Base Year - Year prior to main data collection year.);
7/2019 – 6/2020 (2019-2020 Main Study Year - Year of data collection for the analytic sample)
Universe:
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7th grade math teachers and 7th grade math students in North Carolina between 2018-2020
Data Type(s):
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aggregate data;
experimental data;
survey data
Collection Notes:
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The data is merged into one wide file that has a single row for each instance of a student being enrolled in a particular class. If a student was enrolled in multiple classes within the ASSISTments platform or with multiple teacher at the same school, then there will be multiple rows for that student.
Teacher specific data will be repeated on each row associated with a particular teacher. Class specific data will be repeated on each row associated with a particular class.
See data guide and codebook for more details.
Teacher specific data will be repeated on each row associated with a particular teacher. Class specific data will be repeated on each row associated with a particular class.
See data guide and codebook for more details.
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