Technology-based support shows promising long-term impact on math learning: Initial results from a randomized controlled trial in middle schools (ASSISTments North Carolina replication follow-up)
Lower secondary (grades 7–9) AI and learning Foundations of optimal learning
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C10 | School-randomised replication (63 North Carolina schools; WestEd report, not a journal article): a year of ASSISTments homework support in grade 7 raised the grade-8 state maths test one year later by g = 0.10 (p = .011). Kill-condition test survived 2026-10-15 (extra run); flagged as not yet peer reviewed. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Technology-based support shows promising long-term impact on math learning: Initial results from a randomized controlled trial in middle schools (ASSISTments North Carolina replication follow-up) (2023 (WestEd report; AIED 2023 late-breaking result, ERIC ED658161))
Källa: https://www.wested.org/resources/technology-based-support-shows-promising-long-term-impact-on-math-learning-2/ (ERIC ED658161)
Verified content
- Design: school-randomised replication of the Maine ASSISTments trial (Roschelle et al. 2016) in North Carolina: 63 schools in 41 districts (48 Title I), paired on demographics and prior maths results and randomised within pairs; all grade-7 maths teachers in a school had the same condition (102 teachers). Intervention schools used ASSISTments (online maths homework with instant feedback, hints and scaffolds; teacher reports) in 2018/19 (teachers' warm-up year) and 2019/20 (analytic cohort); teachers asked to assign 20–30 minutes at least twice a week; 2-day training each summer plus three coach visits a year. Comparison schools kept their usual homework (many already used IXL, iReady or Khan Academy). Follow-up design and analysis plan preregistered on OSF (osf.io/exqpn).
- Disruption: COVID-19 closed schools in March 2020; usage resumed in about half of intervention classrooms during remote learning; the grade-7 state test was cancelled, so there is no immediate outcome.
- Outcome: North Carolina End-of-Grade maths test in grade 8 (spring 2021), one year after use ended; baseline grade-6 EOG (545.70 vs 545.03, g = 0.08, ns).
- Result (ITT, two-level HLM, covariates): 5,991 students (2,961 / 3,030), all 63 schools (school attrition 0 %): 535.13 (SD 8.49) vs 534.33 (SD 7.72), +0.8 points, p = 0.011, Hedges' g = 0.10. Students of colour g = 0.14 (p = .003); subgroup gains also for schools with more disadvantaged pupils. 1,962 students who took accelerated or alternative maths courses (no grade-8 EOG) were analysed separately and not reported.
- Read: full WestEd report (PDF) read 2026-10-15; not stored.
Metadata as recorded
- ID
- AI-032
- Tier
- RCT
- Titel
- Technology-based support shows promising long-term impact on math learning: Initial results from a randomized controlled trial in middle schools (ASSISTments North Carolina replication follow-up)
- År
- 2023 (WestEd report; AIED 2023 late-breaking result, ERIC ED658161)
- Källa/DOI
- https://www.wested.org/resources/technology-based-support-shows-promising-long-term-impact-on-math-learning-2/ (ERIC ED658161)
- Typ
- research report / conference late-breaking result, not a journal article (flagged preprint under)
- Åldersgrupp
- grundskola-hog
- Teman
- ai-och-larande;optimalt-larande-grunder
- Hämtad
- 2026-10-15
The original files (PDF or abstract) are kept in the project archive and are not published here.