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Success in Algebra 1: Significantly Higher NWEA Map Scores for Courseware Students

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Title: Success in Algebra 1: Significantly Higher NWEA Map Scores for Courseware Students
Language: English
Authors: Aaron Butler, Weiling Li, Amy J. Dray, Edmentum
Source: Online Submission. 2024.
Peer Reviewed: N
Page Count: 10
Publication Date: 2024
Document Type: Reports - Research
Education Level: Grade 9
High Schools
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Algebra, Mathematics Achievement, Grade 9, Urban Schools, Online Courses, Electronic Learning, In Person Learning, Instructional Effectiveness, Courseware, Achievement Tests, Scores
Assessment and Survey Identifiers: Measures of Academic Progress
Abstract: With growing demand for online courses, it is important to assess the efficacy of quality online virtual instruction. This study investigates the impact of Edmentum's Courseware Algebra I on student achievement using data on 1,205 ninth-grade students from a large urban school district in the Midwest during the 2020-2021 school year. Utilizing a quasi-experimental design, the study compares the NWEA Measures of Academic Progress (MAP) Mathematics scores of students participating in online virtual instruction to those receiving traditional in-person instruction. The study findings reveal that students in the online Algebra I course demonstrated significantly higher mathematics achievement than their peers in in-person classes, with an effect size of 0.13. The positive outcomes associated with Courseware Algebra I highlight its potential as an effective option for high school students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED655774
Database: ERIC
FullText Text:
  Availability: 0
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  Data: With growing demand for online courses, it is important to assess the efficacy of quality online virtual instruction. This study investigates the impact of Edmentum's Courseware Algebra I on student achievement using data on 1,205 ninth-grade students from a large urban school district in the Midwest during the 2020-2021 school year. Utilizing a quasi-experimental design, the study compares the NWEA Measures of Academic Progress (MAP) Mathematics scores of students participating in online virtual instruction to those receiving traditional in-person instruction. The study findings reveal that students in the online Algebra I course demonstrated significantly higher mathematics achievement than their peers in in-person classes, with an effect size of 0.13. The positive outcomes associated with Courseware Algebra I highlight its potential as an effective option for high school students.
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              Y: 2024
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