SCS implemented Stanford Math as a Title I-funded, web-based intervention that provided individualized instruction to improve students’ mathematics achievement. The program served not only as an intervention tool for students who were behind, but also sought to keep on-track students on grade level and provide enrichment for advanced students.
Dr. Thompson developed and led this evaluation by comparing the academic outcomes of 30,216 intervention and non-intervention Stanford Math users. Intervention students were the 2013–14 students, 4th grade and above, who scored basic or below basic on the prior year’s mathematics achievement exam. Conversely, non-intervention students were those who scored proficient or advanced on the exam. Dr. Thompson employed the use of multivariate analysis techniques (regression and ANOVA) to explore the relationship between Stanford Math usage (low, moderate, and high) and students’ program-based grade placement advancement or students’ mathematics achievement growth on the statewide standardized achievement exam from the previous year.
The results of the analysis allowed district leadership to determine whether Stanford Math was effective in improving the mathematics achievement of intervention students or in maintaining or improving the mathematics achievement of students who were on-track or advanced, and if so, the usage level needed to achieve these results.
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