Intervention That Adds Up: The Impact of Merit Software on Standardized Achievement Test Scores of Middle School Students

Securro, Samuel; Jones, Jerry; Cantrell, Danny; Mickey, James

doi:10.26634/jsch.2.1.870

Cited by 3 publications

(2 citation statements)

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“…Annual standardized assessments have become the predominant means through which student learning is measured in the United States. Numerous studies have ascertained that traditional supplemental digital resources, such as apps, websites, videos, and software, are effective tools to enhance student performance with mathematics (e.g., Boster et al, 2007;Foster, Anthony, Clements, Sarama, & Williams, 2016;Kiriakidis & Geer, 2014;Securro, Jones, Cantrell, & Blackwell, 2006). While these studies have presented research-based findings to substantiate the positive effects associated with the use of supplemental digital resources during math instruction, the literature has also pointed to possible disadvantages.…”

Section: Impact Of a Web-based Adaptive Supplemental Digital Resourcementioning

confidence: 99%

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Sharp

Hamil²

2018

OLJ

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Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a quantitative research design and conducted multiple regression analyses among 723 students from a north Texas school district that showed high-levels of use with Think Through Math© during the 2015-2016 school year. Data from Think Through Math© reports and annual standardized mathematics assessments were collected and analyzed from elementary, intermediate, junior high, and high school campus levels. Results of the multiple regression analyses were reported for each campus level, as well as several statistically significant and positive associations.

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Section: Impact Of a Web-based Adaptive Supplemental Digital Resourcementioning

confidence: 99%

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Sharp

Hamil²

2018

OLJ

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“…Public school students take state and national standardized testing as one method of assessing student learning. Educators have used feedback from state-level assessments to guide interventions that impact district accountability (Reddy et al, 2013;Securro, Jones, Cantrell, & Blackwell, 2006).…”

Section: Discussionmentioning

confidence: 99%

Quantitative analysis of impact of response to intervention on 2019 sixth-grade rural public middle school Missouri assessment program performance by free and reduced-price lunch eligibility

Collins¹

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This study focused on the impact of response to intervention on 2019 sixth-grade rural public middle school Missouri Assessment Program performance by free and reduced-price lunch eligibility. Response to intervention was used to decrease learning gaps for students. Missouri Assessment Program performance was used as an accountability measure for Missouri public school students. The researcher used the Missouri Assessment Program, a standardized assessment given to Missouri public school students in grades three through eight. The annual test includes mathematics and English language arts in grades three through eight and science in grades five and eight. This research focused on mathematics in grade six. This study concluded that there were significant differences in student scores based on: free and reduced lunch eligibility; race and ethnicity; response to intervention received; and response to intervention level. Moreover, the researcher found that students in response to intervention Level 2 are effectively identified to receive academic assistance. This seemed to be a stronger identifier than free and reduced-lunch eligibility and race.

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Effects of Extensive Engagement with Computer-Based Reading and Language Arts Instructional Software on Reading Achievement for Sixth Graders

Securro¹,

Jones²,

Cantrell³

2010

JSCH

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With the passage of the No Child Left Behind Act [NCLB] in 2001, public school systems in the United States became heightened to "Twenty-First Century Learning Skills" and technically based instruction. Schools, school leaders and teachers increasingly turned to technology to help meet the compliance standards of the new federal mandates, particularly in reading and mathematics achievement (No Child Left Behind, 2001). Computer-based instruction progressively became the means in schools for enhancing reading and literacy achievement and the tools for correcting and remediating reading deficiencies. Likewise, educational software manufacturers found their products in great demand and heralded in a vast assortment of reading and language arts instructional software. Whether school districts paid attention beforehand to the available research regarding the overall effects of instructional technology products and resources is an important question. There is an enormous amount of research literature examining the effects of instructional technology interventions and related products on student achievement, albeit invariant. Regardless, school districts in the United States are subjected to the political pressures of NCLB and the need to substantiate school/student compliance levels in math and reading achievement. Consequently, schools have invested greatly in the promise of commercial instructional technology. Kinnaman (1990) foreshadowed the issue in a summary of microcomputers and schools noting then that the educational use of computer technology would grow far beyond expectation, resulting in considerable expense and investment. Parents

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Intervention That Adds Up: The Impact of Merit Software on Standardized Achievement Test Scores of Middle School Students

Cited by 3 publications

References 0 publications

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Quantitative analysis of impact of response to intervention on 2019 sixth-grade rural public middle school Missouri assessment program performance by free and reduced-price lunch eligibility

Effects of Extensive Engagement with Computer-Based Reading and Language Arts Instructional Software on Reading Achievement for Sixth Graders

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