Principal Investigator
Barbara Condliffe – MDRC
Project Description
This study analyzes a large-scale randomized controlled trial comparing acceleration and remediation approaches embedded in digital math programs used by students in grades two through five. Drawing on data from more than 20,000 students across 70 schools, the study examines how different instructional approaches within widely used tools influence math achievement, engagement, and learning trajectories. Using multi-level regression models and subgroup analyses, the research will explore not only overall impacts but also how factors such as dosage, student characteristics, and implementation fidelity shape outcomes. The study aims to generate rigorous causal evidence on how digital learning tools can most effectively support students in catching up to grade-level expectations.
Research Questions
- What is the impact of an acceleration-focused digital math model versus a remediation-focused model on students’ math achievement (grades two through five)?
- How do implementation factors (e.g., dosage, student characteristics, teacher practices) moderate the impact of acceleration vs. remediation?
- Which program design features and usage patterns within digital math tools predict student learning and engagement?
