Pearson Successmaker Math Efficacy Study 2009-10 Final Report

SuccessMaker Math RCT Gatti Evaluation Inc. 9-15-10*** Indicates group means are not statistically significantly different.1. usage time rounded down to nearest hour2. Ave. Hours = average of students’ usage in hours, parentheses indicate sample size3. Effect Size = estimated adjusted group difference / comparison sample standard deviation7 th Grade Usage 1 Ave. Hours 2 Concepts and CommunicationEffect Size 3less than 10 hours 9 (4) ***10 to 19 hours 16 (72) ***20 to 29 hours 24 (51) ***30 or more hours 31 (9) ****** Indicates group means are not statistically significantly different.1. usage time rounded down to nearest hour2. Ave. Hours = average of students’ usage in hours, parentheses indicate sample size3. Effect Size = estimated adjusted group difference / comparison sample standard deviationGroup Comparisons by SubpopulationsWhen the data was broken out for student subpopulations, 3 rd grade Hispanic, low SES, non-English proficient, female, and lower-achieving SuccessMaker students all statisticallysignificantly outperformed their comparison group peers on GMADE Total score (i.e., 0.50 to1.31 standard deviations), as well as the Process and Applications (i.e., 0.91 to 1.65 standarddeviations) and the Operations and Computation subtests (i.e., 0.49 to 1.19 standard deviations).The 3 rd graders performed statistically similar on the Concepts and Communication subtest.3 rd Grade Subpopulation GMADE Effect Size 1,2Lower achieving 0.50Male 0.98Female 1.06Reduced priced lunch 1.01Full priced lunch 0.82Not English proficient 1.31English proficient 0.88African American ***Hispanic 0.95Caucasian 0.64*** Indicates group means are not statistically significantly different.1. effect size = estimated adjusted group difference / comparison sample standarddeviation2. The average effect size for studies with large samples (i.e., more than 250 students)- 43 -