Efficacy Analysis of Zearn Math in Nebraska

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Szatrowski, Alisa
  • Language:
    English
  • Source:
    Online Submission. 2022.
  • Publication Date:
    2022
  • Document Type:
    Reports - Research
    Numerical/Quantitative Data
  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      20
    • Education Level:
      Elementary Education
    • Subject Terms:
      Mathematics Instruction; Teaching Methods; Instructional Effectiveness; Mathematics Achievement; Scores; Elementary School Mathematics; Achievement Gains; Student Characteristics
    • Subject Terms:
      Nebraska
    • Abstract:
      Analysis of consistent Zearn Math users and a comparable group of low- or non-users, across 6 districts in Nebraska, shows that students who used Zearn Math consistently had higher levels of academic growth than similar students with low- or no-usage. For this analysis, 784 students who completed an average of 3+ Zearn Math lessons per week, during the 2021-2022 school year, were matched to similar students who completed fewer than one lesson per week using the quasi-experimental method Coarsened Exact Match (CEM). Consistent users were matched to low- or non-users on pre-Nebraska Student Centered Assessment System (NSCAS) scores in English and Math, grade, and seven academic or demographic factors. In comparison to matched low- or non-users, consistent Zearn Math users gained an additional 25 scale score points on the NSCAS (effect size=0.40) and were more likely to increase their proficiency level. Results were consistent across historically marginalized subgroups. [This report was published by Zearn.]
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      ED626399
HoldingsOnline