A Study of Student Achievement, Teacher Perceptions, and "IXL Math": Beaverton School District. District Data Study. An Empirical Education Report

Institution	Empirical Education Inc.
Titel	A Study of Student Achievement, Teacher Perceptions, and "IXL Math": Beaverton School District. District Data Study. An Empirical Education Report
Quelle	(2013), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; Mathematics Achievement; Educational Legislation; Federal Legislation; Supplementary Education; Mathematics Tests; Mathematics Activities; Performance Based Assessment; Comparative Analysis; Student Characteristics; Student Attitudes; Teacher Attitudes; Cohort Analysis; Alignment (Education); Teacher Surveys; Mathematics Curriculum; Participant Satisfaction; Regression (Statistics); Grade 4; Grade 5; Oregon + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Bildungsrecht; Schulgesetz; Bundesrecht; Ergänzungsunterricht; Leistungsermittlung; Schülerverhalten; Lehrerverhalten; Kohortenanalyse; Regression; Regressionsanalyse; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	"IXL Learning" contracted with Empirical Education to study the effectiveness of "IXL Math" in Beaverton School District. During the 2011-2012 year, "IXL Math," an interactive, cloud-based practice environment, was used to supplement instruction in two elementary/middle schools. This study focused on 4th and 5th grade students in Title I schools, and examined the relationship between being in an "IXL Math" classroom and performance on the Oregon Assessment of Knowledge and Skills (OAKS) math test. This study investigated the following questions: (1) Do students in "IXL Math" classrooms perform better on the OAKS math test than comparable students who were not in "IXL Math" classrooms? (2) Is the impact of "IXL Math" different for students with different characteristics? (3) Are differences in "IXL Math" usage associated with differences in student performance? This study also investigated the following secondary question. (4) Do teachers perceive changes in students' attitudes towards math since using "IXL Math"? (As Provided).
Anmerkungen	Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01