Efficacy Trial

Efficacy of ASSISTments Online Homework Support for Middle School Mathematics Learning: A Replication Study

Our Efficacy Trial seeks to confirm whether ASSISTments is effective in North Carolina, a setting which more closely reflects the population of the U.S.

In a previous IES-funded efficacy study, conducted in Maine, indicated the ASSISTments intervention led to beneficial impacts on student learning outcomes. Our Efficacy will examine the impacts of this intervention with a more diverse sample, use the State standardized test as the student outcome measure, and rely on mathematics coaches (instead of the intervention developers) to provide professional development and support to teachers. These three differences are important to policymakers and educators, who want to know whether interventions work and whether they contribute to closing achievement gaps, produce outcomes on a state-administered assessment, and can be supported sufficiently via local teacher professional development and local implementation conditions and practices.

Immediate Use Group

    • Teachers will be trained in person to use ASSISTments in January 2019
    • Teachers will assign HW with ASSISTments ~3 nights/week 2018-20
    • Teachers will have free access to ASSISTments after Summer 2020

Delayed Use Group

    • Teachers will assign HW without ASSISTments ~3 nights/week 2018-20
    • Teachers will be trained to use ASSISTments during Summer 2020
    • Teachers will have free access to ASSISTments after Summer 2020

Setting and Sample: Participating schools will be located in rural, suburban and urban districts across North Carolina. The sample will include low-performing schools and students from lower-socioeconomic-status backgrounds.Study participants include approximately 198 seventh-grade teachers and 10,400 students drawn from 66 public middle/junior high schools in the state of North Carolina.